Inclusion and physical culture for permanence in higher education

Abstract

The Cuban university, in its constant search for excellence in all processes, develops and promotes policies for its contribution to sustainable and resilient development. This research is based on the problem of the preparation, acceptance and permanence of students with disabilities in the Faculty of Physical Education at the University of Oriente, showing that it is still insufficient to assume the educational attention of university students with special educational needs for their professional training, using an exploratory-descriptive approach. The methodology applied is based on the selection of teachers and students with disabilities as a sample and the methods (theoretical and empirical), techniques and participation action research are applied, the results of which showed the need for preparation and insufficient knowledge on the subject, as well as the application of inclusion tools, constituting the contribution of this work the elaboration of curricular methodological adaptations of inclusion for permanence in the Physical Education career. The discussion highlights that inefficient preparation in attention to diversity can hinder the academic and social development as well as the permanence of these students, arriving at the conclusions that the teaching staff has and maintains a positive attitude to implement programs with inclusive pedagogical approaches promoting a diverse learning environment and achieving the permanence and development of the professional pedagogical skills of these students as future graduates of the Physical Culture career.