The interdisciplinary approach in inclusive physical education: A necessary and current perspective

Abstract

Introduction: Inclusive Physical Education focuses on the holistic development of the individual, regardless of their condition or characteristics. Each class involves the use and adaptation of movement as a fundamental resource, as well as the integration of different areas of development: cognitive, psychomotor, and socio-affective. Achieving this requires a direct connection with other disciplines that make up the curriculum, however, this is not always achieved, and as a consequence, the inclusion process for students with special educational needs is affected. Objective: To reflect on the importance of an interdisciplinary approach in inclusive physical education classes. Methodology: The study followed a qualitative, descriptive, non-experimental approach based on a systematic literature review (SLR), which allowed for the consultation and identification of different sources related to the topic, ultimately identifying 24 potentially important sources. Results: 1. Twenty-four potential studies were identified, prompting reflection on the importance of the interdisciplinary approach and its impact on optimizing the teaching-learning process in Inclusive Physical Education. The usefulness of interdisciplinarity in achieving the holistic development of all students was demonstrated. 2. In addition to being a current necessity within the process of including students with special educational needs in Physical Education classes, the interdisciplinary approach involves connecting various disciplines, applying innovative methodologies that facilitate a more humane and developmental pedagogical practice, and employing a methodological framework based on the integration of knowledge. Conclusions: A systematic literature review validates that interdisciplinarity is an innovative and effective strategy for addressing the complex challenges of teaching inclusive physical education. This approach fosters the holistic development of all students and optimizes each teacher's pedagogical practice.