Adapted games to promote spatial orientation in students with intellectual disabilities
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Abstract
The worldwide presence of various disabilities constitutes a continuous challenge for those working in the special education subsystem. The practical and methodological deficiencies detected during the realization of physical activities in schoolchildren with special educational needs of an intellectual nature, require the constant search for alternatives that adapt the teaching-learning process to the characteristics of its protagonists. The objective was to design adapted games to promote the development of spatial orientation in students with intellectual disabilities. The research was a non-experimental, descriptive, cross-sectional study with a qualitative approach. The empirical frequency distribution table as a statistical method allowed the quantitative interpretation of the results obtained in the application of the instruments, which facilitated the design of adapted games in a dynamic and creative way in the Physical Education class. Its practical application in third grade students of the special education school complex 797, in Lubango Angola, demonstrated favorable levels of transformation of the initial problems and contributed to preparing them with greater independence and improving their participation in activities with a higher quality of life.
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