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RESEARCH PRODUCT

‘Brittle Bone Disease’ and Physical Education. An experience of simulation and imagination toward inclusion

subject

description

La inclusion educativa reporta cada vez mas situaciones en las que se evidencia la necesidad de concretar propuestas especificas, como la inclusion de alumnado con Osteogenesis Imperfecta (OI) en Educacion Fisica. Asi, presentamos una iniciativa basada en una experiencia inclusiva previa (Martos-Garcia & Valencia-Peris, 2016), en la que se decidio simular e imaginar a una persona con OI en una sesion de formacion del profesorado en Educacion Especial. Los objetivos pasan por cambiar las actitudes de las personas participantes, proporcionarles informacion relativa a la OI y evaluar la idoneidad educativa de esta propuesta, ubicada en un paradigma post-critico. Mediante la utilizacion de observadores criticos, diarios de campo y encuestas de respuesta abierta a 25 alumnos y alumnas del Master de Educacion Especial del curso 2014-2015, se recogieron las interpretaciones de las personas involucradas en la iniciativa. El analisis de contenido posterior refleja opiniones favorables a esta experiencia en aras de concienciar al futuro profesorado y de aprender estrategias concretas de inclusion. Sin embargo, se encuentran ciertas limitaciones en su trascendencia educativa y opiniones de relativa violencia simbolica que recomiendan tomar precauciones en su desarrollo. A pesar de ello, se argumenta a favor de su aplicacion en los contextos propios de la EF. Palabras clave: Educacion fisica, formacion del profesorado, pedagogia encarnada, investigacion sociocritica. === Abstract Educative inclusion more and more reports situations in which the necessity of setting specific proposals become clear, like the inclusion of a student with Imperfect Osteogenesis (IO) in Physical Education. Thus, we present an initiative, based on a previous inclusive experience (Martos-Garcia & Valencia-Peris, 2016), where a person with IO was simulated and imagined in a teacher training session in Special Education. The objectives are to change the attitudes of participants, give them information related to IO and evaluate the suitability of this proposal, based on a post-critical paradigm. Through the utilization of critical observers, field notes and open-ended surveys to 25 students of Special Education Master Classes in 2014-15, interpretations of people involved in this initiative were collected. The subsequent content analysis reflects opinions of this experience, to make future teachers aware of this practice and learn about particular strategies for inclusion. However, some limitations about its educative significance were found and some student’s opinions symbolized violence thus, it is recommended that relevant precautions are taken during its development. Despite that, there are arguments for the use of IO simulation in PE contexts. Key words: Physical education, teacher training, embodied pedagogy, socially critical research.