PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL

Abstract

This research aimed to analyze the comprehension of Physical Education teachers about accessibility in schools and in the spaces in which the Physical Education classes take place. Two Physical Education teachers participated in the study - one from the state education network and another from the municipal education network. A semi-structured interview, consisting of questions about the teachers’ understanding of the different accessibilities (architectonic, communicational, methodological, instrumental, programmatic, and attitudinal) proposed by Sassaki (2010). The results showed that the schools do not provide all the dimensions of accessibility, being the architectonic the most present of them, although it doesn’t guarantee accessibility for all kinds of disabilities. Communicational, methodological, and attitudinal accessibilities are being provided. Instrumental accessibility is absent in one of the schools, and in the other, there are accessible materials, sometimes adapted ones. The programmatic accessibility was found in one of the schools, but not in the other. Therefore, despite not providing all dimensions of accessibility, the schools are taking action to better serve students with disabilities.