Body and Disability: Designing Integrated Motor Activities with Primary School Teachers.pdf

The historical-anthropological pitfalls related to socio-cultural representation of corporeality and disability still feature as challenge to inclusion. In this regard, training for future teachers for preschool and primary school is a crucial ground to promote inclusive education. The essay combines some of the historical-anthropological elements that acted as inhibitors of a proper approach to the corporeality of disabled person with a survey carried out with the involvement of the students of the Degree Course in Primary Teacher Education. The qualitative analysis of data allows different considerations about: the adopted teaching approaches in Integrated Motor Activities; the design of particular learning contents and teaching methods; the creation of suitable spaces and accessible instruments for all students; and, of great relevance, the training needs of young teachers, as mediators and innovators in already structured school contexts.