Estrategias de accesibilidad en la Educación Física. Trasladando apoyos a prácticas diversas

Abstract

This essay examines accessibility in Physical Education, addressing its conceptual, pedagogical, and

methodological dimensions. It is based on a theoretical framework that distinguishes between integration

and inclusion, introduces adaptation, and incorporates principles of Universal Design for Learning

(UDL), highlighting that disability is not solely an individual limitation but arises from interactions with

social, cultural, and material barriers. Concrete strategies to promote full participation are described,

including personal supports, adaptation of materials and spaces, accessible communication resources,

and pedagogical anticipation. Furthermore, the essay highlights the necessity of methodological

reconfiguration, including clear instructions, inclusive assessment, and recognition of diverse forms of

participation. The teacher’s role is emphasized as central in ensuring complete educational trajectories,

fostering autonomy, engagement, and dignity for all students.