An educational inclusion experience in a body expression course with undergraduate students

Abstract

The latest research in the field of Corporal Expression (EC) as a part of the curriculum in the area of Physical Education area confirms an improvement in the quality of teaching and learning in the classroom (Archilla & Pérez, 2017; Coterón & Sánchez, 2013). Those studies using the context of this subject to create inclusive learning environments are of particular interest, for they improve social relationships, and corporal and nonverbal expression, making a contribution to the elimination of learning and participation barriers among students (Booth & Ainscow, 2002). The chance to experience a fully inclusive university class can have a positive impact on self-concept (Navajas, 2016) and socialization (Pérez & Urdampilleta, 2012). In this context, we carried out a teaching experiment during the second year of the Physical Activity and Sports Sciences (CAFyD) bachelor degree. Thirty-five students taking the course of Artistic-Expressive Physical Activities and seven students with disabilities participated in five sessions focused on different subject topics. This initial experience has been positive, showing that it is possible to include students with intellectual disability in university classrooms and take advantage of the benefits this brings to the rest of the students.