Inclusion of Special Educational Needs in the “Physical Education and Health” class: A Review

Abstract: From international and national agreements, considering the legislation in Chile, Inclusive Education requires having an in-depth understanding of theoretical, normative and legislative constructs so that the teacher can transform and innovate in the school Physical Education class. For this reason, the research question of this review is: How should the appropriation of Educational Inclusion take form for students with Special Educational Needs and living with disabilities when realized by Physical Education teachers? The keywords "Inclusion", "Educational inclusion", "Special educational needs", and "People with disabilities" were used in the Library of National Congress and the Ministry of Education (Chile). Furthermore, decrees and laws were found regulating the teaching profession in school contexts. Finally, school Physical Education teachers must work collaboratively with education professionals if they do not know how to interpret the current regulations that guide their duties. Vital points were evidenced considering the Physical Education initial training, ministerial documents and laws that would allow educational inclusion in the Physical Education and Health class. However, an appropriation of the agreements, regulations and legislation by the Physical Education teacher is even more required.