Inclusive Playful Practices for Psychomotor Development in Children with Down Syndrome in Physical Education Classes
Main Article Content
Abstract
This study examines the impact of a unit based on inclusive playful practices on the psychomotor development of a seventh-grade student with Down Syndrome during Physical Education classes in the first trimester of the 2024–2025 school year. Its objective was to design and implement a pedagogical proposal adapted to the student's needs. The research followed a qualitative, descriptive case study design. Interviews, non-participant observation, and recording sheets were used. Results show improvements in coordination, autonomy, and social integration, concluding that adapted play fosters meaningful learning in inclusive educational contexts.
Downloads
Download data is not yet available.
Article Details
How to Cite
Pupiales Farinango, L. . D., Ricaurte Tapia, M. E., Maqueira Caraballo, G. de la C., & Morales Neira, D. J. (2025). Inclusive Playful Practices for Psychomotor Development in Children with Down Syndrome in Physical Education Classes. Revista Iberoamericana De educación, 9(2), 225–243. https://doi.org/10.31876/rie.v9i3.313
Section
Artículos
This work is licensed under a Creative Commons Attribution 4.0 International License.
To promote the global exchange of knowledge, it facilitates unrestricted access to its contents from the moment of its publication in this electronic edition, and therefore it is an open access journal. The originals published in this journal are the property of the Complutense University of Madrid and it is mandatory to cite their origin in any total or partial reproduction. All contents are distributed under a Creative Commons Attribution 4.0 (CC BY 4.0) use and distribution license. This circumstance must be expressly stated in this way when necessary. You can consult the informative version and the legal text of the license.