Inclusive Physical Education through Universal Design for Learning (UDL) in Upper Basic Education

Abstract

The inclusion of students with specific educational needs in the area of Physical Education constitutes a challenge in Upper Basic Education, due to the difficulties in properly applying Universal Design for Learning (UDL) within teaching planning. This situation limits the active participation of students and reduces opportunities for meaningful learning in motor activities. The objective of this research was to identify inclusive strategies based on UDL principles to improve students' participation, motivation, and safety in Physical Education classes. The study followed a quasi-experimental design with a mixed approach and applicative scope, conducted in a field context with a sample of 100 students between 11 and 15 years old. Surveys, observation guides, and teacher interviews were applied to evaluate the application of inclusive strategies. The results showed an improvement in participation and classroom climate, with 70.9% of students reporting greater enjoyment and perception of inclusion. It is concluded that UDL favors inclusion in Physical Education when applied through structured planning, although it is necessary to strengthen teacher training and institutional support.