Socio-educational inclusion of students with visual impairment through the enhancement of physical activity

Abstract

The socio-educational inclusion of learners with visual disabilities constitutes a challenge for contemporary educational systems. In Cuba, educational policy recognizes the right to education for all individuals, although gaps persist in the practical realization of full inclusion. The aim of this article is to substantiate the importance of the socio-educational inclusion of learners with visual disabilities through the enhancement of physical activity. Methods at the theoretical level (analytic-synthetic, inductive-deductive, modeling, systemic-structural-functional) and empirical level (surveys, interviews, observation, expert consultation) were employed. A limited incorporation of physical activity in educational projects, a predominance of traditional approaches, and a restricted perception within the educational community regarding the value of physical activity for inclusion were found. The limitations identified indicate the need to propose a strategy for socio-educational inclusion that articulates physical activity as a mediator of the process, from an integrative perspective that considers both pedagogical and social dimensions.