Physical education classes for students with Down syndrome: an inclusive process
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/1809 |
Resumo: | This article aims to describe and understand the importance of inclusive physical education (PE) classes for the training of students with Down Syndrome (DS). The case study uses participant observation, interview and bibliographic research. The subjects are students and interviewed a teacher, from a state school of regular education in Cuiabá-MT, with children from 9 to 10 years old from a 5th grade class, which has a total of 25 students. Observation School has students of different genres, social class, encompassing with and without disabilities, as its methodology focused on development through inclusion, regardless of the student's limitation. It can be observed then that EDF classes use cooperation in inclusion, with the purpose of training intellectually and spiritually developed people, capable and free of prejudice, ready for life. |
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Physical education classes for students with Down syndrome: an inclusive processClases de educación física para estudiantes con síndrome de Down: un proceso inclusivoAs aulas de educação física para alunos com síndrome de Down: um processo inclusivoDown syndromephysical educationInclusion.Síndrome de DownEducação FísicaInclusão.Síndrome de DownEducación FísicaInclusión.This article aims to describe and understand the importance of inclusive physical education (PE) classes for the training of students with Down Syndrome (DS). The case study uses participant observation, interview and bibliographic research. The subjects are students and interviewed a teacher, from a state school of regular education in Cuiabá-MT, with children from 9 to 10 years old from a 5th grade class, which has a total of 25 students. Observation School has students of different genres, social class, encompassing with and without disabilities, as its methodology focused on development through inclusion, regardless of the student's limitation. It can be observed then that EDF classes use cooperation in inclusion, with the purpose of training intellectually and spiritually developed people, capable and free of prejudice, ready for life.Este artículo tiene como objetivo describir y comprender la importancia de las clases de educación física inclusiva (EDF) para la formación de estudiantes con síndrome de Down (SD). El estudio de caso utiliza observación participante, entrevista e investigación bibliográfica. Los sujetos son estudiantes y entrevistaron a un maestro, de una escuela estatal de educación regular en Cuiabá-MT, con niños de 9 a 10 años de una clase de 5to grado, que tiene un total de 25 estudiantes. Observation School cuenta con estudiantes de diferentes géneros, clase social, abarcando con y sin discapacidad, ya que su metodología se centró en el desarrollo a través de la inclusión, independientemente de la limitación del estudiante. Se puede observar entonces que las clases de EDF usan la cooperación en la inclusión, con el propósito de capacitar a personas desarrolladas intelectual y espiritualmente, capaces y libres de prejuicios, listas para la vida.O presente artigo visa descrever e compreender a importância das aulas de Educação Física (EDF) inclusiva para formação de alunos com Síndrome de Down (SD). O estudo de caso utiliza a observação participante, entrevista e pesquisa bibliográfica. Os sujeitos observados são alunos e entrevistada um professor, de uma escola estadual de ensino regular de Cuiabá-MT, com crianças de 09 a 10 anos de uma turma do 5º ano, que possui um total de 25 alunos. Escola da observação possui alunos de diferentes gêneros, classe social, englobando com e sem deficiência, como sua metodologia voltada para o desenvolvimento através da inclusão, independente de qual seja a limitação do aluno. Observa se então, que a aulas EDF utiliza a cooperação na inclusão, com finalidade de formar pessoas desenvolvidas intelectualmente e espiritualmente, capazes e livres de preconceitos, prontos os para a vida.Research, Society and Development2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/180910.33448/rsd-v9i1.1809Research, Society and Development; Vol. 9 No. 1; e104911809Research, Society and Development; Vol. 9 Núm. 1; e104911809Research, Society and Development; v. 9 n. 1; e1049118092525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1809/1492Copyright (c) 2020 Priscila Morais de Castroinfo:eu-repo/semantics/openAccessCastro, Priscila Morais de2020-08-19T03:04:08Zoai:ojs.pkp.sfu.ca:article/1809Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:42.730989Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Physical education classes for students with Down syndrome: an inclusive process Clases de educación física para estudiantes con síndrome de Down: un proceso inclusivo As aulas de educação física para alunos com síndrome de Down: um processo inclusivo |
title |
Physical education classes for students with Down syndrome: an inclusive process |
spellingShingle |
Physical education classes for students with Down syndrome: an inclusive process Castro, Priscila Morais de Down syndrome physical education Inclusion. Síndrome de Down Educação Física Inclusão. Síndrome de Down Educación Física Inclusión. |
title_short |
Physical education classes for students with Down syndrome: an inclusive process |
title_full |
Physical education classes for students with Down syndrome: an inclusive process |
title_fullStr |
Physical education classes for students with Down syndrome: an inclusive process |
title_full_unstemmed |
Physical education classes for students with Down syndrome: an inclusive process |
title_sort |
Physical education classes for students with Down syndrome: an inclusive process |
author |
Castro, Priscila Morais de |
author_facet |
Castro, Priscila Morais de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Castro, Priscila Morais de |
dc.subject.por.fl_str_mv |
Down syndrome physical education Inclusion. Síndrome de Down Educação Física Inclusão. Síndrome de Down Educación Física Inclusión. |
topic |
Down syndrome physical education Inclusion. Síndrome de Down Educação Física Inclusão. Síndrome de Down Educación Física Inclusión. |
description |
This article aims to describe and understand the importance of inclusive physical education (PE) classes for the training of students with Down Syndrome (DS). The case study uses participant observation, interview and bibliographic research. The subjects are students and interviewed a teacher, from a state school of regular education in Cuiabá-MT, with children from 9 to 10 years old from a 5th grade class, which has a total of 25 students. Observation School has students of different genres, social class, encompassing with and without disabilities, as its methodology focused on development through inclusion, regardless of the student's limitation. It can be observed then that EDF classes use cooperation in inclusion, with the purpose of training intellectually and spiritually developed people, capable and free of prejudice, ready for life. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/1809 10.33448/rsd-v9i1.1809 |
url |
https://rsdjournal.org/index.php/rsd/article/view/1809 |
identifier_str_mv |
10.33448/rsd-v9i1.1809 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/1809/1492 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Priscila Morais de Castro info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Priscila Morais de Castro |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 1; e104911809 Research, Society and Development; Vol. 9 Núm. 1; e104911809 Research, Society and Development; v. 9 n. 1; e104911809 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052644758388736 |