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Educación Física Adaptada Percepciones de los profesores hacia los padres de niños con discapacidades
Adam S Forbes1, Matthew K Lowery2, Martin E Block2
1Department of Health, Physical Education and Exercise Science, Norfolk State University, Norfolk, VA, USA.
Adapted physical activity quarterly : APAQ
|August 28, 2025
Resumen
Los maestros de educación física adaptados valoran la participación de los padres, pero enfrentan desafíos. La construcción de relaciones requiere una comunicación efectiva, la capacidad de recuperación del maestro y la comprensión de las prioridades de los padres para los niños con discapacidades.
Área de la Ciencia:
- Educación especial
- Educación física adaptada
- Relaciones entre padres y maestros
Sus antecedentes:
- Los educadores físicos adaptados (APE) tienen como objetivo colaborar con los padres de niños con discapacidades para mejorar la prestación de servicios.
- La investigación existente se centra principalmente en las perspectivas de los padres, descuidando las ideas cruciales de los maestros de APE.
- A menudo existe una desconexión entre los padres y los maestros, lo que dificulta una colaboración efectiva.
Objetivo del estudio:
- Explorar las percepciones de los profesores de educación física adaptados con respecto a los padres de niños con discapacidades.
- Identificar los facilitadores y las barreras en el desarrollo de las relaciones entre padres y maestros dentro de la educación física adaptada.
Principales métodos:
- Se llevaron a cabo entrevistas semiestructuradas con 11 profesores de educación física adaptados.
- Análisis de los datos de las entrevistas para extraer temas clave relacionados con las interacciones entre padres y maestros.
Principales resultados:
- Surgieron cuatro temas principales: la importancia de la participación de los padres, la comunicación como facilitador de la relación, las características del maestro y las barreras percibidas.
- Los maestros reconocieron los beneficios de la participación de los padres, pero señalaron desafíos como el bajo valor percibido de los padres para APE y los sentimientos de marginación.
- La resiliencia de los profesores y el uso de estrategias de comunicación visual se identificaron como factores clave para construir relaciones positivas con los padres.
Conclusiones:
- Los maestros de APE reconocen la importancia de la participación de los padres para mejorar la prestación de servicios.
- Las estrategias de comunicación eficaces y la resiliencia de los profesores son vitales para superar las barreras y fomentar relaciones sólidas entre padres y profesores.
- Abordar la marginación percibida y comprender las prioridades de los padres es esencial para mejorar la colaboración en la educación física adaptada.
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