Teacher training in physical education and inclusion of students with multiple disabilities

This research aims to analyse the training processes of a group of in-service teachers who participated as teachers and observers in an extracurricular program of sport and physical activity. Students with and without multiple disabilities took part in this program. The objectives were: to Identify and analyse situations that generate teacher reflection; and to assess how the experience in this program promotes professional development. A qualitative case study methodology has been followed. Participant observation and critical reflection group were used as research techniques. 49 field journals have been analysed, corresponding to two academic courses. The results show that the teachers have been able to strengthen their inclusive attitudes by discussing barriers and facilitators of participation without limits. In addition, the classroom climate and emotions are presented as key elements for inclusion. Teaching strategies for inclusion are related to teaching guidelines, type of activities, adaptations and safety criteria. Family support is important, breaking down barriers and creating social awareness. Taking into account the results, the need to rethink the model of extracurricular physical activities arises as the main conclusion of the study.