El educador físico y las adaptaciones curriculares en la educación inclusiva, disyuntivas entre lo teórico y lo contextual.

Abstract

This article is based on a questionnaire-type survey carried out with Physical Education teachers, assigned to the District Education Secretary, in Bogotá D.C., with academic assignments in both elementary and high school, to collect the conceptions they have regarding curriculum flexibility and especially curricular adaptations. Also, how they integrate them into their inclusive educational practices aimed at students with special educational needs (SEN). Although they serve students with SEN and have inclusion programs in the educational institutions (EI) where they work, the results show that the participating teachers have inaccuracies in the conceptualization of curricular flexibility and curricular adaptation. Some are unaware of the terminology, and the vast majority carry out their pedagogical practices adapted from the imaginary and not from what should be, thus limiting inclusion to a concurrent exercise of education in terms of local or national government demands, that is, it is limited to complying with the regulations.