Italian Journal of Health Education, Sports and Inclusive Didactics
INCLUSIVE PHYSICAL EDUCATION IN TIMES OF EDUCATIONAL URGENCY: TEACHERS' PERSPECTIVE IN THE VENETO REGION - L'EDUCAZIONE FISICA INCLUSIVA COME EMERGENZA EDUCATIVA: LA PROSPETTIVA DEGLI INSEGNANTI NELLA REGIONE VENETO
Abstract
Physical Education (PE) represents an important global-growth opportunity for pupils enhancing their physical, cognitive, emotional, and relational well-being. At the same time, the heterogeneity of the classrooms implies that the promotion of inclusive PE is a complex task, and students with special educational needs (SEN) are, more than others, at risk of marginalization. This aspect is particularly relevant in this period of restrictions due to the COVID-19 pandemic in which PE teachers must redesign their activities and the alliance with other educational figures has become an educational urgency.
The aim of this study was twofold: on the one hand, to understand if and to what extent students with SEN participate in PE and how PE teachers collaborate with colleagues, other professionals and families to develop personalized and flexible teaching; on the other hand, to investigate any differences in the use of teaching styles in PE before and during the period of restrictions caused by the COVID-19 pandemic.
In conclusion, the perspective of a voluntary sample of 32 PE teachers from the Veneto Region collected through a self-reported questionnaire is presented.
L’Educazione Fisica (EF) rappresenta un’importante opportunità di crescita globale per gli alunni che possono così migliorare il proprio ben-essere fisico, cognitivo, emotivo e relazionale. Nello stesso tempo, l’eterogeneità delle classi comporta che la promozione di un EF inclusiva sia un compito complesso, e gli studenti con bisogni educativi speciali (BES) risultano, più di altri, a rischio di emarginazione. Questo aspetto è particolarmente rilevante in questo periodo di restrizioni dovute alla pandemia COVID-19, nel quale gli insegnanti di EF devono riprogettare le loro attività, sollecitati a investire sull’alleanza educativa e didattica con le altre figure educative.
Lo scopo del presente studio era duplice: da un lato, comprendere se e quanto gli studenti con BES partecipino alle lezioni di EF e come gli insegnanti di EF collaborino con i colleghi, altri professionisti e le famiglie per sviluppare una didattica personalizzata e flessibile; dall’altro, scoprire eventuali differenze nell’uso degli stili di insegnamento in EF tra prima e durante il periodo di restrizioni causate dalla pandemia COVID-19.
In conclusione, si dà conto degli esiti raccolti attraverso un questionario auto-compilato di un campione, di tipo volontario, di 32 insegnanti di EF della Regione Veneto.Keywords
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DOI: https://doi.org/10.32043/gsd.v5i4.448
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Italian Journal of Health Education, Sports and Inclusive Didactics
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