Enhancing social inclusion through adapted football: exploring effective teaching strategies for children with special educational needs in institutionalized settings

Abstract

Aim.

This exploratory research aims to identify effective teaching strategies for enhancing physical and psychological training in adapted football for children aged 12-15 with special educational needs (SEN).

Material and method.

By employing questionnaires and tailored evidence sensitive to the requirements and potential of institutionalized children within this age group, this study seeks to develop and implement teaching strategies conducive to improving football within institutionalized centers. Various research methods including informational-bibliographic analysis, pedagogical observation, conversation, recording, graphical-tabular analysis, and questionnaire surveys were employed over a six-month period (October 2023 - March 2024).

Results.

The research yielded valuable insights and experiences, revealing the multifaceted nature of effective teaching strategies in football adaptation for children with SEN. Pedagogical observations provided nuanced understanding, while conversations and recordings enriched data collection. Graphical-tabular analyses facilitated systematic evaluation, and questionnaire surveys offered perspectives from stakeholders. The findings reveal significant challenges in social inclusion, with 65% of respondents identifying it as low. Moreover, 40% perceive social inclusion among children aged 12-15 with SEN as low, while 31% rate it as very low. Despite acknowledging favorable factors such as international conventions and national strategies (recognized by over 80% of respondents), specialists also identify constraining factors, including societal attitudes and resource constraints. Nevertheless, there is a consensus (46%) on the high contribution of sport to social inclusion, with 94% perceiving adapted football's influence as high or very high. Specialists emphasize the socialization function (33%) and recognize social benefits such as reintegration (29%). These results underscore the need for improvement in football programs tailored to children with SEN, particularly in enhancing social inclusion and skill development.

Conclusions.

The study concludes that optimal didactic strategies, attuned to the unique requirements and potential of children with SEN, hold promise for advancing their physical and psychological training through football in institutionalized centers.