Inclusion of students with physical disabilities through extracurricular strategies
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The inclusion of students with physical disabilities in elementary education poses a challenge that requires appropriate pedagogical and institutional responses. The objective of this study was to analyze the relationship between extracurricular strategies and the inclusion of students with physical disabilities in an elementary school in Quevedo, Ecuador. A quantitative approach was adopted, employing a non-experimental, observational, descriptive, cross-sectional design. Data were collected through observation of the school environment and a questionnaire administered to teachers, and analyzed using descriptive statistics based on frequencies and percentages. The results revealed the presence of students with disabilities in the classroom, a moderate assessment of the contribution of the teaching process, limitations in infrastructure and in the methods employed, as well as a favorable assessment of family support and the potential of extracurricular strategies. These strategies constitute a relevant pedagogical resource, whose effectiveness depends on planning, gradual implementation, and adequate institutional conditions.
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