INCLUSION VERSUS INTEGRATION IN PHYSICAL EDUCATION CLASSES

In the field of Special Education, it is challenging to include people with disabilities in regular classes. The access and permanence of these students as successful learners, rather than as enrolment numbers, is defiant for the school community. With a qualitative approach, this case study, through direct non-participant observation and semi-structured interview, sought to identify whether Physical Education classes in Primary Education are inclusive or integrated for students with disabilities. It was revealed that Primary School teachers have an integrated methodology, leaving students with disabilities under the responsibility of auxiliary teachers or doing activities whenever they want. The role of the Physical Education teacher concerning the inclusion of students with disabilities is complex and arduous, since it must reconcile the interests of the group, respecting the individual characteristics of each student and the time of learning.