Didatics for Physical Education and forms of inclusion

Abstract

The present article looks at the question of physical education as it engages with processes of inclusion within regular primary school education. It describes the repercussions of the didactic processes employed in bringing together, through play, children with special and normal needs. A case study method was employed, with the use of observation. Results enable us to describe a didactic process that promoted children’s shared experiences, widened existing learning patterns, stimulated teacher/child interaction and promoted the use of new didactic resources favoring inclusion in physical education classes.