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FOSTERING EDUCATIONAL EQUITY AND SOCIAL 
PARTICIPATION THROUGH INCLUSIVE PEDAGOGY 

Dr. Alessandra Maria Conti and Prof. Giovanni Luca Ferraro 
Department of Education and Human Sciences, Niccolò Cusano University, Rome, Italy 

 
Keywords:     

Learning; Inclusion; 
Special Pedagogy. 

  
  
  

Abstract   
Today more than ever, the activation of inclusive projects through the 
contribution offered by physical education is essential to implement a 
strong alliance between school and extra-school, between school and 
family in order to activate a positive contamination of universal and 
timeless values of motor activities. This becomes essential since the 
structuring of society requires a cultural and social pact that 
guarantees in all formal and non-formal environments the learning of 
skills that could transform children's lives. It is for this reason that 
physical activity cannot be for the benefit of a few because the 
aggregative moments that it can express often become a real lifeline 
for many young people.  
In this context, acting through inclusive teaching makes it possible to 
value and capitalize on the individual differences present in all pupils, 
with particular attention to situations in which these differences create 
significant barriers to learning and participation in social life. In fact, 
for some time now it has ceased to be considered as an access lane only 
for students with disabilities or special educational needs, qualifying 
as a quality teaching for all. We can increasingly consider it as a style 
of teaching, a daily educational and didactic orientation.      

 
  

Introduction  

One of the main themes of contemporary 

educational discussion is the concept of school 

inclusiveness, which is achieved when the school 

becomes a learning environment that ensures 

the educational success of all students, no one 

excluded.  

An inclusive school is a school that thinks and 

designs with everyone in mind, starting from the 

modification of the context and not acting only 

on the subject, but finding specific strategies, 

suitable for the disability and, at the same time, 

useful to the community. In inclusive schools, all 

students as persons have the right and dignity to 

personalize and individualize. The Italian school 

today is called upon to respond to the different 

and specific needs of each individual student. 

The current guidelines in the pedagogical and 

didactic field, in fact, affirm the dignity of 

diversity, enhancing it as a resource for the entire 

class group, capable, through the enhancement 

of the potential of each one, to become an 

inclusive class. In this sense, the disabled partner 

becomes an asset, a resource and even a strength 

because it allows you to measure yourself against 

your limits and potential (Brennan, King, & 

Travers, 2021; Óskarsdóttir, Donnelly, Turner-

Cmuchal, & Florian, 2020).  

 



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To achieve this goal, the school must necessarily 

involve all those who play a decisive role in the 

learning processes (teachers, school managers, 

students and families, local authorities) and take 

advantage of all the resources and educational 

opportunities useful for carrying out 

interventions that aim not to separate, 

distinguish, and highlight the diversity of each 

student, but to include, valuing and harmonizing 

differences (PozoArmentia, Reyero, & Gil 

Cantero, 2020).  

In the 1970s in Italy, the closure of special 

schools (Law 517/1977) led to the inclusion of 

disabled pupils in mainstream classes. Over the 

years and the advancement of pedagogical 

research, the term "insertion" was considered too 

static and incapable of expressing the work of co-

education existing among the pupils.  

For this reason, we moved on to talk about 

"integration", a term that better expressed the 

idea that the disabled classmate was not only 

physically present in the classroom, but shared 

the teaching activity of his classmates, 

integrating, precisely, into the work of the class 

with the necessary modifications, reductions, 

adaptations, and the support of the support 

teacher (Kefallinou, Symeonidou, & Meijer, 

2020).  

From the mid-1990s, however, people began to 

question the value of the term "integration", 

which risked taking on negative, purely 

compensatory connotations, forgetting unique 

aspects related to the person, such as originality, 

authenticity, and freedom. The term "inclusion" 

was born, with the intention of highlighting a 

mutual permeability and exchange between 

pupils with different potentials within the same 

class.  

The concept of inclusiveness, as we understand it 

today, is therefore nothing more than the result 

of a slow and gradual evolution of the original 

concept of "tailor-made school", based on the 

centrality of the child, already typical of 

Rousseau, Pestalozzi, Fröbel and Aporti, and 

which takes the form of innovative educational 

proposals and pedagogical theorizations by 

particularly significant pedagogues of the late 

nineteenth and twentieth centuries attentive to 

learning environments and development psycho-

cognitive and social, disability and the child's 

emotionality (Stentiford, & Koutsouris, 2021).  

Inclusion thus becomes a two-way phenomenon, 

in which not only the disabled classmate adapts 

to the behavior of the non-disabled classmates, 

but also the whole class must strive to adapt and 

understand the partner's disability, learning and 

changing through experience with people with 

disabilities and vice versa. The new term 

"inclusion", therefore, refers to a process, a 

philosophy of acceptance, such as the ability to 

provide a framework within which pupils can be 

equally valued, treated with respect and provided 

with equal opportunities. It is a comprehensive 

approach, not only centered on the individual 

disabled person, but which is aimed at all pupils 

and all their potential (Hansen, Carrington, 

Jensen, Molbæk, & Secher Schmidt, 2020).  

The inclusion of students with disabilities in 

Italian schools has been implemented for forty 

years in regular schools and normal classes and 

is achieved through the individualization and 

personalization of educational activities, starting 

from the differences and potential of each 

disabled student, valued in the context of the 

class group. 

1. The Inclusive Didactic Approach  

Inclusive teaching is the teaching of all, which is 

based on personalization and individualization 

through active, participatory, constructive, and 

affective methodologies. The quality of inclusive 



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teaching is determined by educational reflexivity 

and intentionality, by the search for alternative 

motivations and hypotheses, by the ability to 

change perspectives of meaning and to produce 

transformative learning (DeMatthews, Serafini, 

& Watson, 2021).  

As Pennac (2010) argues, "Each student plays his 

own instrument, there is nothing to be done. The 

difficult thing is to get to know our musicians 

well and find harmony. A good class is not a 

regiment marching in step, it is an orchestra 

playing the same symphony."   

Inclusive teaching is, therefore, a teaching 

conceived, designed and planned, from the 

beginning, based on individual variability, 

capable of being accessible for all students and 

not only for some with special educational needs. 

Designing in an inclusive way means thinking, 

whatever the content to be conveyed, of 

personalized, multi-modal, and multilevel forms 

of teaching, because each student faces learning 

at different levels and ways, thus avoiding "path 

emergencies" that force, a posteriori, to modify 

what has been designed for an "ideal class", thus 

avoiding loss of effectiveness of the teaching 

action itself. Poorly designed and poorly 

conducted teaching can run the risk of creating 

barriers to learning itself (Graham, 2020). 

Inclusive teaching is therefore an innovative and 

flexible teaching "style" that facilitates the 

participation, enhancement, and educational 

success of all students.  

Inclusive teaching challenges teachers to develop 

a wide repertoire of teaching strategies that are 

considered effective, not only for pupils with 

special needs, but for everyone. This means that 

every teacher can improve their effectiveness, 

first of all by knowing and then using, monitoring 

and evaluating the best strategy, so as to help 

students become more effective learners 

themselves. There is a lot of research that shows 

how meta-cognitive, cooperative strategies, the 

strengthening of social and emotional skills, as 

well as the creation of a positive classroom 

climate, are essential for inclusive teaching. 

Developing a broad repertoire of effective 

strategies is essential as long as they reflect 

knowledge of the characteristics, needs of 

students and environmental circumstances, as 

well as teachers' professional and personal 

knowledge and skills (Garg, & Sharma, 2020; 

Sleeter, & Zavala, 2020).  

In addition to the dimension of effectiveness 

with respect to methodological-didactic choices 

and actions to be made, an inclusive teacher 

cannot forget the importance of relational and 

emotional skills. Numerous studies show that 

teachers' appropriate mental attitude, emotional 

closeness, and ability to give appropriate and 

positive feedback to students are decisive 

elements for their academic success and the 

creation of a good classroom climate. The 

training of teachers with respect to their social 

and emotional skills, in an inclusive school 

context, certainly cannot be underestimated. The 

quality of the classroom climate (made up of 

relationships and emotional experiences) is 

crucial for the success of students, who learn best 

when they are in an emotionally safe and 

predictable environment, which motivates them 

and stimulates them towards positive and 

inclusive goals (Demchenko, Maksymchuk, 

Bilan, Maksymchuk, & Kalynovska, 2021).  

The concept of inclusivity in contemporary 

schools goes beyond disability, learning 

disorders, explicit difficulties in integration and 

behavior and concerns all pupils with respect to 

whom it is necessary to give different answers for 

their educational needs. The goal of inclusive 

teaching is, in fact, to make all students reach the 



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highest possible degree of learning and social 

participation, enhancing the differences present 

in the class. UNESCO's Guidelines for 

Integration Policies in Education (2009) 

emphasize that: "Inclusive schooling is a process 

of strengthening the capacities of the education 

system to reach all students. [...]. An inclusive 

school system can only be created if mainstream 

schools become more inclusive." In other words, 

if they become better at educating all the children 

in their community. For pupils with certified 

disabilities, on the other hand, Legislative Decree 

No. 66 of 13 April 2017 lays down specific rules 

for the promotion of their full school integration. 

In particular, it refers to the so-called Plan for 

Inclusion that each school must prepare to 

overcome all those factors that may hinder its 

implementation, for the coordinated use of 

resources and to design specific improvement 

interventions. The Inclusion Plan must include 

an analysis of strengths and weaknesses, 

objectives to increase inclusiveness for the 

following school year, resources (support 

teachers, assistants, contact persons), 

methodologies, methods of involving families, 

relations with local social and health services 

that are intended to be activated, actions for the 

acquisition and distribution of additional 

resources for the implementation of inclusion 

projects,  the preparation of interventions for 

entry into the school system, continuity between 

the different levels of school and future 

integration into the world of work (Ciyer, 2010).  

The inclusive school, therefore, equips itself in a 

synergistic way to propose multiple educational 

and didactic strategies, according to a holistic 

approach, which considers the student as a 

complex and multidimensional person with his 

or her own socio-cultural and biological 

characteristics, and aims at the overall 

development of the potential and skills of each 

one for the achievement of the highest possible 

level of learning and socialization. To achieve 

this, however, schools must have the courage to 

renounce the standardization of teaching 

(Kinsella, 2020). It must allow all its members to 

feel part of a community in which the same 

educational ideals are shared, the individuality of 

all its members is respected, each with his or her 

own interests, needs and talents, and offers 

multiple possibilities and formative 

opportunities, so that each one can realize his or 

her aspirations. Fundamental to this new vision 

of the school is respect for the right to self-

determination and to the construction of future 

life projects adapted to the potential of each and 

everyone, to the aspirations of families and to the 

new demands of society and culture. The school 

intends to achieve these important educational 

objectives with the collaboration of families with 

whom it is necessary to share, in respect of roles 

and specific responsibilities, objectives, goals 

and strategies for the healthy growth of young 

people. An inclusive systemic vision must also 

consider the contributions that can come from 

collaboration with other public and private 

entities, and from associations operating in the 

area and that are able to contribute to ensuring 

the educational success of students (Kim, Yi, & 

Hong, 2021; Miller et al., 2022; Stinken-Rösner 

et al., 2020).   

In the process of individualization of teaching, 

activities are provided for disabled pupils so that 

it is possible to achieve knowledge and skills 

common to the rest of the class. Common 

objectives, therefore, to the class group, but 

different, individualized methodologies, which 

consider the potential, skills, and personal 

abilities of the disabled student, which become a 



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resource, trying to eliminate the factors that 

originate or maintain the difficulty.  

Personalized teaching, on the other hand, 

provides for the achievement of objectives that 

are different from those of the class, because they 

are built ad hoc on the disability of the individual 

student, enhancing his or her strengths. In this 

way, by specifically considering the different 

ability of the pupil as a peculiarity of his own, the 

pupil will be given the opportunity to develop his 

full potential and give him the opportunity to 

transmit his different ability to others (Väyrynen, 

& Paksuniemi, 2020).  

To interpret inclusion as a "day-to-day" way of 

managing classrooms, training must be aimed at 

both support teachers and all curriculum 

teachers. Indications and Guidelines remind us 

that diversity poses a great challenge to didactic 

and educational action, such as being able to face 

it, having adequate skills in inclusive teaching 

strategies, in order to respond adequately not 

only to the needs of disabled pupils or with 

Specific Learning Disorders, with other 

difficulties or developmental disorders and with 

social and cultural disadvantage, but also 

emphasizing the quality of learning of all pupils 

(Sturm, 2019).  

A key aspect is also that of "taking charge" of the 

student, which must be carried out by the entire 

"educating community", avoiding processes of 

delegation to the support teacher alone. Hence, 

therefore, the need for targeted, specific, 

modular training interventions that consider the 

different starting levels of those who access 

training and, above all, based on a participatory 

vision of inclusion and oriented towards 

cooperation and cooperative teaching 

(Mihajlovic, 2020).  

Nevertheless, the school, which for over forty 

years has been trying to be a welcoming and 

inclusive context, today feels it must oppose the 

adverse pressures that come from the outside 

with a decisive and constructive commitment to 

inclusion. These educational ideals are expressed 

through pedagogical challenges from which the 

school cannot move away. Learning and teaching 

practices can guide inclusive actions in the 

classrooms, through participation, cooperation, 

interdependence, and laboratory methodology.  

2. Physical Education as a means of 

inclusion  

The stimulating encounter between physical 

activity and the world of disability takes place 

starting from the origins of school inclusion. 

Physical education, in fact, is one of the school 

disciplines that contributes decisively to the 

formation of one's bodily identity, personality 

and the acquisition of communicative-relational 

skills (Demchenko, Maksymchuk, Bilan, 

Maksymchuk, & Kalynovska, 2021).  It is 

considered fundamental for the harmonious 

development of the personality and for the 

formation of citizens capable of expressing 

themselves and relating in today's world, so 

much so that it has been defined as a "hinge 

discipline between the scientific, communicative 

and expressive, relational and citizenship fields" 

(MIUR, 2018). Physical education promotes self-

knowledge and one's potential in a constant 

relationship with the environment, others, and 

objects. It also contributes to the formation of the 

student's personality through the knowledge and 

awareness of one's own bodily identity, as well as 

the continuous need for movement as a constant 

care of one's person and well-being. Motor 

activities provide students with opportunities to 

reflect on the changes in their bodies, to accept 

them and live them serenely as an expression of 

each person's growth and maturation process 

(Sánchez, de Haro-Rodríguez, & Martínez, 



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2019). They also offer opportunities to reflect on 

the significance of self-image in comparison with 

peers. The primary objective of physical 

education is, in fact, to promote the growth of 

physically educated people through the 

acquisition of skills, such as motor skills, 

knowledge, socio-affective behaviors and 

motivations such that they are urged to adopt 

healthy and physically active lifestyles based on 

awareness of the bodily (Haegele, 2019). This 

orientation frames the discipline in a holistic 

approach, which identifies among its main 

purposes the physical, cognitive, and social 

development of children, together with the 

promotion of a healthy lifestyle, assigning it the 

role of a privileged tool for the structuring of 

personality, social relationships and for the 

acquisition of the necessary life skills throughout 

life. It is for this reason that physical education is 

proposed as an essential element for integrated 

growth. It follows that, through a conscious 

pedagogical orientation aimed at proposing 

significant motor experiences and the 

acquisition of new skills, it is necessary to 

promote an adequate motor planning that 

correlates with a coherent pedagogical 

intentionality, in order to adequately define 

motor action and to attribute a fair value to it. 

Therefore, education through the body and 

movement cannot be linked to didactic strategies 

linked only to doing but must also and above all 

be realized in a condition linked to the deepest 

meaning of being a person acting in the 

environment (Hutzler, Meier, Reuker, & 

Zitomer, 2019).   

Starting from these assumptions, the School 

must, therefore, become the ideal setting in 

which to build a didactic of motor and sports 

activities that looks at the educational 

conception of the body and movement 

understood as a factor of promotion not only of 

the aspects of self-construction but also as an 

educational exercise for the acquisition of 

healthy lifestyles that allow to improve the well-

being and health of the individual. In this sense, 

it becomes necessary to integrate in the teaching 

practice both the purely physical and the socio-

relational aspects, in order to allow a global 

taking charge of the psychophysical health of the 

subject.  

Physical education must, therefore, necessarily 

become essential to the formation of young 

people. In fact, it contributes to their growth both 

in structural terms and to the formation of the 

Self that concerns the body, its potential and its 

limits, its position in physical space, its 

perception in relation to others, its image. It also 

plays a crucial role in directing motivation to 

improve one's individual skills and self-

determination in achieving psycho-physical well-

being. Therefore, it not only has the educational 

value that contributes to the development of 

motor skills, abilities, and competences, but also 

and above all the value of all those activities that, 

through movement, contribute to the structuring 

of identity and awareness of the potential of one's 

own body (Rekaa, Hanisch, & Ytterhus, 2019).   

Physical education conceived and experimented 

in this way puts into practice a didactic that 

becomes a tool for the metacognitive 

development of the body and mind, in a 

framework in which the subjects can recognize 

themselves in body and movement. The 

education of the body and movement is therefore 

aimed at a training process capable of allowing 

learners to achieve an ever-greater awareness of 

their body in movement in order to obtain that 

intrinsic pleasure and the achievement of 

cultural, social and expressive factors that 

identify the value aspect of motor activities 



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(Vilchez, Kruse, Puffer, & Dudovitz, 2021). It 

follows that the educational process represents 

the tool through which the individual gives shape 

to his or her personal identity, integrating all 

those knowledge, skills and competencies that 

allow him or her to live and mature an 

increasingly complete self-awareness. The body 

and movement are, therefore, two fundamental 

elements of the individual and social dimension 

in the personal development of the individual, it 

follows that physical activities provide a special 

contribution to the creation and strengthening of 

skills that can be used in other contexts of life. 

Within the didactic path of motor and sports 

education, due to the specific experiential 

characteristics of the discipline, the curriculum 

helps to develop transversal skills capable of 

making students capable of transforming the 

knowledge, attitudes and values acquired into 

real skills, such as "what to do" and "how to do it" 

in every circumstance of life (Nilholm, 2021).   

This type of offer characterized by a multiplicity 

of accessible, interdisciplinary, situated, and 

immersive learning opportunities, based on 

plural and differentiated didactic mediations in 

their complementarity, represents the 

methodological framework within which the 

knowledge and skills acquired through physical, 

and sports education can contribute to the 

development of educational and social equity.  

3. Physical education as a perspective 

for the development of individual 

potential  

Physical education unquestionably assumes an 

educational value for everyone, able bodied and 

disabled; For the latter, play, movement, and 

sport take on an added value by giving visibility 

to their physical and cognitive abilities. Every 

form of educational intervention stems from the 

teacher's ability to remove "obstacles", focusing 

on functional abilities and hypothesizing 

suitable, not adapted, educational proposals 

(Kirk, 2019).   

The presence of a person with disabilities within 

a group changes relationships, relationships, 

balances, emotions on an intra and interpersonal 

level: there begins to be more collaboration, 

sharing and there is a tendency to face any 

obstacle in order to resolve the various conflicts. 

Disability also produces advantages for able-

bodied people to the extent that they are in an 

inclusive dimension that is not limited only to 

welcoming diversity. Various didactic and 

educational strategies must be put in place in 

order to create a learning community, a 

community that manifests solidarity and 

sensitivity.   

Everyone should perceive difference as a value or 

resource and not as a threat precisely because, 

when an individual meet someone "different" 

from yourself, you create a greater awareness of 

your identity. It is necessary to create a new 

educational paradigm, it is necessary to educate 

to the difference, to the other and to the different 

to create those effective conditions in which the 

subject can express his potential and the most 

hidden reactions (Sulasmi, & Akrim, 2019).   

It becomes necessary to identify the skills of the 

most "fragile" in order to enhance their abilities 

within the class group. The resulting didactic 

proposal will have to respond to the needs of the 

students, taking into account the conditions of 

extreme heterogeneity of the classes, aiming at 

the discovery of their own body and their motor 

and communication skills to increase self-esteem 

and self-confidence. Starting from the 

assumption that every student needs, 

indifferently, appropriate educational proposals 

and that whatever the "difficulty", the educator 

will have to create the conditions of welcome and 



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collaboration such as to allow adequate 

participation in the activity, Motor and Sports 

Education could intervene as a facilitator of 

school learning in subjects with special 

educational needs.  

The person, the goal, and the context (rules and 

people) are the factors that unite the world of 

play and sport and the world of disability: 

everyone indiscriminately uses their skills and 

determination to achieve the same goal, that is, 

to reach the limit of their limits by overcoming 

obstacles. From this point of view, it is important 

to be able to train the teachers themselves in 

order to make them understand the real and 

personal needs of the students in order to create 

inclusive actions that can make the disabled 

person feel the protagonist of their own life 

project and no longer a simple spectator in which 

others play their game (Opstoel et al., 2020).   

Physical education, in fact, becomes effective 

when the focus is on the student and not on 

sport, when the teacher is able to motivate the 

student and create a positive teacher learner 

relationship, making him more and more 

autonomous in his activity and personal choices.   

The educational process and the related training 

project require an educational space in which 

motor and sports paths are flexible and 

personalized in relation to the characteristics 

and peculiarities of each subject, which allow not 

only to "overcome" the deficit but also to increase 

in each subject the awareness of his possibilities, 

thus contributing to the formation of his identity. 

It happens, in fact, that every student has special 

needs to be transformed into special desires and 

life prospects, as each subject is unique and 

unrepeatable, with his or her own experience and 

his or her own life project. The line to be taken is, 

therefore, that of "valuing differences in the 

awareness of diversity as an indispensable value" 

in order to confront the diversity of each student 

in a new learning environment that ensures 

convergence and balance between different 

characteristics and needs and above all is able to 

change flexibly with changing attitudes, 

aspirations, environments, fragility and 

potential of the person (White et al., 2021).  

Looking at the disabled person beyond their 

deficit means considering their life history by 

providing different possibilities for personalized 

and integrated growth. Physical education is well 

suited to this training approach as motor 

activities allow you to "abandon the pressures of 

everyday life, have more bodily contact, be 

cooperative, resolve conflicts, get to know the 

other and, consequently, socialize with all people 

beyond disability" (Juvonen, Lessard, Rastogi, 

Schacter, & Smith, 2019).  

Physical education, as a training process, 

therefore, represents a real breaking down of 

social barriers, a tool capable of giving life to an 

innovative and mature paradigm based on the 

promotion of social inclusion. For the disabled 

person sharing the same experience, the same 

spaces and the same moments with others 

represents an opportunity for growth and social 

integration. Physical education should be 

considered as a method of intervention in the 

difficult educational path and integration of the 

disabled person. The motor and sports field, in 

fact, is a favorable context for the development 

and consolidation of fundamental cognitive skills 

and, at the same time, the body, motor activity, 

games and recreational activities aimed at 

integration, become concrete and coherent 

educational tools for the affirmation of this 

paradigm.   

Through motor activities, exploiting a 

psychoeducational intervention model that 

integrates the educational aspect with the 



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psychological and relational one, it is possible to 

create the conditions for the subject with 

disabilities to benefit from a learning context, 

understood as growth and structuring of the 

personality (search for autonomy). This means, 

first of all, valuing the diversity of the student: 

difference is to be considered a resource and a 

richness and, in this sense, collaboration and 

teamwork are essential for everyone's growth 

(Pangrazi, & Beighle, 2019).   

Sport and play, in addition to spreading the 

values of solidarity, loyalty, respect for the 

person and the rules, which are the founding 

principles of any healthy society, are 

extraordinary tools for building skills that can be 

transferred to other contexts of life. The 

organization of a competition, the definition of 

roles, the determination of timing, game 

strategies, are real intellectual skills that can be 

transferred to any context of life and represent 

skills that everyone should be able to put into 

practice when they must make decisions or 

prepare a program of action. Movement 

activities are opportunities to privilege creativity 

and emotional investment because the 

educational perspective is to support the 

processes that lead to autonomy, the growth of 

self-esteem, the ability to initiative and self-

awareness at various levels, physical and 

emotional.  

  

Conclusions  

Educating the person to become himself, also by 

concentrating on his bodily realization, means 

helping him to become aware of his being a whole 

person, which is expressed and fulfilled through 

movement, action. This means accompanying 

the subject to read the body not only as a set of 

muscle bundles to be controlled as such and 

therefore a mere expression of coordinative and 

conditional capacities, but to ensure that it 

grasps itself integrally in its total corporeality, 

which also involves relating to others. The body, 

as a co-builder of knowledge and self-knowledge, 

in its being "in situation", is correlated with 

motivation, with the intentionality that each 

subject puts into his action and not only with his 

mechanical action of a merely reproductive 

model.  

Physical education, conducted in formal, non-

formal and informal educational systems, calls 

for the acquisition of the person's awareness of 

his transformation as a bodily identity, in his 

existence, acting and perfecting himself. In this 

sense, pedagogical intentionality has as its 

peculiarity the feeling and becoming of bodies, 

embodied and embodied actions that give 

meaning and significance to the person's 

experience, including those who may show 

deficits and disabilities. Physical education has, 

in essence, the purpose of allowing each and 

every one to develop their own personal life 

project according to an eco-systemic approach, 

using a multi-perspective vision in relation to the 

contribution that the different motor activities 

can offer in order to achieve a "formative" design.  

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