PHYSICAL EDUCATION AND ASSISTIVE TECHNOLOGY FOR SCHOOL INCLUSION OF SPECIAL EDUCATION STUDENTS: A SYSTEMATIC REVIEW

Pereira, Taylor Brian Lavinscky; Braz, Aline Basso; Gonçalves, Adriana Garcia

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ORIGINAL ARTICLES • Movimento 30 • 2024 • https://doi.org/10.22456/1982-8918.129132 copy

PHYSICAL EDUCATION AND ASSISTIVE TECHNOLOGY FOR SCHOOL INCLUSION OF SPECIAL EDUCATION STUDENTS: A SYSTEMATIC REVIEW

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The objective of the study was to verify the scientific production involving the areas of Physical Education (PE) and Assistive Technology (AT) as a possibility of inclusion in school PE classes. This is a systematic literature review, using the keywords "Physical Education" and "Assistive Technology" to search the CAPES journal portal. After applying the inclusion and exclusion criteria, 715 studies were identified in the database and two were added by manual search. Reading in full resulted in the inclusion of seven studies. The results indicate that there is a lack of applied research on the subject. Only two studies were applied, one using interviews, and the other referring to the effects of AT on the inclusion of the PAEE. It is concluded that there is a need for new applied research using AT concepts and aiming to verify its effects in the context of school inclusion in PE classes.

Keywords
Special education; Assistive Technology; Physical Education; Inclusion

Author(s)/ year	Title (original/Translation)	Objective(s)	Methodology	Results
Roth (2013)ROTH, Kristi. Adapt with apps. Journal of Physical Education Recreation & Dance, v. 84, n. 2, p. 4-6, 2013. DOI: https://doi.org/10.1080/07303084.2013.757168 https://doi.org/10.1080/07303084.2013.75...	Adapt with Apps	To describe how to find and use applications that help teachers with school inclusion in Physical Education.	Descriptive	Various cell phone/tablet applications are presented so that Physical Education teachers can use them during their practice to assist in the school inclusion process.
*Schultz et al. (2013)*SCHULTZ, Jessica L. et al. Ensuring the success of deaf students in inclusive physical education. Journal of Physical Education, Recreation & Dance, v. 84, n. 5, p. 51-56, 2013. DOI: https://doi.org/10.1080/07303084.2013.779535 https://doi.org/10.1080/07303084.2013.77...	Ensuring the Success of Deaf Students in Inclusive Physical Education	Describe strategies that can help Physical Education teachers ensure the inclusion of deaf students in school Physical Education classes.	Descriptive	Various strategies are presented, and how to implement them, in order to help school PE teachers guarantee access and continuity for hearing-impaired students in their classes.
Brian & Haegele (2014)BRIAN, Ali; HAEGELE, Justin A. Including students with visual impairments: softball. Journal of Physical Education, Recreation and Dance, v. 85, n. 3, p. 39-45, 2014. DOI: https://doi.org/10.1080/07303084.2014.875808 https://doi.org/10.1080/07303084.2014.87...	Including Students with Visual Impairments: Softball	Describe ideas for equipment modifications and progressions for Softball.	Descriptive	By implementing the changes suggested in the article, PE teachers can take a significant step towards creating an inclusive learning environment.
Ferreira e Ranieri (2016)FERREIRA, Natasha Reis; RANIERI, Leandro Penna. O uso da tecnologia assistiva por professores de educação física. Revista Eletrônica de Educação, v. 10, n. 3, p. 215-229, 2016. DOI: https://doi.org/10.14244/198271991593 https://doi.org/10.14244/198271991593...	O uso da tecnologia assistiva por professores de Educação Física / The use of assistive technology by Physical Education teachers	To investigate the ways in which Physical Education teachers work with students with disabilities and how they adapt their lessons, looking into the use of Assistive Technology.	Exploratory	The analysis of the reports showed that adaptations and improvisations are made in activities involving students with disabilities and that Assistive Technology is little known by the majority.
Fiorini e Manzini (2017)FIORINI, Maria Luiza Salzani; MANZINI, Eduardo José. Formação continuada para professores de Educação Física: a tecnologia assistiva favorecendo a inclusão escolar. Práxis Educativa, v. 12, n. 2, p. 334-355, 2017. DOI: https://doi.org/10.5212/PraxEduc.v.12i2.0003 https://doi.org/10.5212/PraxEduc.v.12i2....	Formação continuada para professores de Educação Física: a Tecnologia Assistiva favorecendo a inclusão escolar/ Continuing education for Physical Education teachers: Assistive Technology favoring school inclusion	It describes the development of continuing education for Physical Education teachers with a view to incorporating Assistive Technology into lessons and creating favorable conditions for school inclusion.	Exploratory	Assistive Technology was essential, as teaching strategies and pedagogical resources were established to suit the students’ needs and potential. In addition, the results indicate that the inclusion of disabled students and students with GDD in schools implies guaranteeing a process of continuous training for teachers.
*Laughlin et al. (2018)*LAUGHLIN, Michael K. et al. Assistive technology: what physical educators need to know. Journal of Physical Education, Recreation & Dance, v. 89, n. 3, p. 38-45, 2018. DOI: https://doi.org/10.1080/07303084.2017.1417930 https://doi.org/10.1080/07303084.2017.14...	Assistive Technology: What Physical Educators Need to Know	To provide physical educators with a working knowledge of the AT process, highlighting some of the devices and services currently used in Physical Education settings. And to provide recommendations that PE teachers should consider to ensure that students with disabilities maximize their learning potential with increased AT.	Descriptive	The AT process can involve a complex series of actions, but this should not obscure the potential value for students with disabilities. Services exist to ensure that students are fully supported during the selection, acquisition, and use of the necessary devices. In Physical Education, devices are being used by students to increase their functional capacity in order to access and achieve learning outcomes. PE teachers must work closely with all members of the school team so that assistive technology decisions incorporate practical, useful, and individually chosen functionality.
Simpson e Taliaferro (2021)SIMPSON, A. Chloe; TALIAFERRO, Andrea Ruth. Designing inclusion: using 3D printing to maximize adapted physical education participation. TEACHING Exceptional Children, v. 54, n. 1, p. 26-35, 2021. DOI: https://doi.org/10.1177/00400599211010191 https://doi.org/10.1177/0040059921101019...	Designing Inclusion Using 3D Printing to Maximize Adapted Physical Education Participation	Discuss the capability of 3D printed AT in educational settings, and illustrate how teachers, Adapted Physical Education specialists and other related service staff can utilize 3D printing to aid student success in Physical Education. In addition to helping professionals locate, upload, and utilize existing collections of 3D TA models from open-source websites.	Descriptive	This article discussed the capability of 3D printing for use in school Physical Education, illustrating how physical educators, Adapted Physical Activity specialists and other related service providers can take advantage of 3D printing technology. The potential of 3D printing has been demonstrated in other areas of education and should be considered for use in Physical Education to promote the inclusion and participation of students with disabilities.

Category	Description	Number of articles	Authors/Year
Products and resources	This category includes articles on products and resources for use in PE classes	3	Simpson & Taliaferro (2021)SIMPSON, A. Chloe; TALIAFERRO, Andrea Ruth. Designing inclusion: using 3D printing to maximize adapted physical education participation. TEACHING Exceptional Children, v. 54, n. 1, p. 26-35, 2021. DOI: https://doi.org/10.1177/00400599211010191 https://doi.org/10.1177/0040059921101019... , Roth (2013)ROTH, Kristi. Adapt with apps. Journal of Physical Education Recreation & Dance, v. 84, n. 2, p. 4-6, 2013. DOI: https://doi.org/10.1080/07303084.2013.757168 https://doi.org/10.1080/07303084.2013.75... , *Laughlin et al. (2018)*LAUGHLIN, Michael K. et al. Assistive technology: what physical educators need to know. Journal of Physical Education, Recreation & Dance, v. 89, n. 3, p. 38-45, 2018. DOI: https://doi.org/10.1080/07303084.2017.1417930 https://doi.org/10.1080/07303084.2017.14... .
Methodologies/Strategies	This category included articles that addressed inclusive strategies for use in PE classes	3	*Schultz et al. (2013)SCHULTZ, Jessica L. et al. Ensuring the success of deaf students in inclusive physical education. Journal of Physical Education, Recreation & Dance, v. 84, n. 5, p. 51-56, 2013. DOI: https://doi.org/10.1080/07303084.2013.779535 https://doi.org/10.1080/07303084.2013.77... , Fiorini & Manzini (2017)FIORINI, Maria Luiza Salzani; MANZINI, Eduardo José. Formação continuada para professores de Educação Física: a tecnologia assistiva favorecendo a inclusão escolar. Práxis Educativa, v. 12, n. 2, p. 334-355, 2017. DOI: https://doi.org/10.5212/PraxEduc.v.12i2.0003 https://doi.org/10.5212/PraxEduc.v.12i2.... , Ferreira & Ranieri (2016)*FERREIRA, Natasha Reis; RANIERI, Leandro Penna. O uso da tecnologia assistiva por professores de educação física. Revista Eletrônica de Educação, v. 10, n. 3, p. 215-229, 2016. DOI: https://doi.org/10.14244/198271991593 https://doi.org/10.14244/198271991593... ,
Practices: Teaching program in the school context	This category included articles that addressed inclusive practices in PE classes, specifying the structure of teaching programs.	1	Brian & Haegele (2014)BRIAN, Ali; HAEGELE, Justin A. Including students with visual impairments: softball. Journal of Physical Education, Recreation and Dance, v. 85, n. 3, p. 39-45, 2014. DOI: https://doi.org/10.1080/07303084.2014.875808 https://doi.org/10.1080/07303084.2014.87...

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