Physical education and especialeducative needs: possibilities and limitations

The work that we show here deals with the world of special needs contextualised in the field of education and more to the point in that of physical education in integration classes. This descriptive study judges terms like normalisation, integration and inclusion; analyses the benefits of inclusive education; describes the basic programmatic elements (revision, reflection, realisation, results and feedback) which can be situated in the three levels (evaluation of needs, design and programmatic implementation and programme evaluation) suggested by Heikina ro-Johansson and others (1995). At the same time, we deal with generic aspects of the programming, having as a “deontological” reference the principles that Rose makes (1996): right, access, participation, integrity and association. Also, we lay down norms to bring about and adequate evaluation (that of needs, attitudes, the process of teaching learning, etc.) and although briefly, we make suggestions on the implementation of the educative programmes that ease the inclusion of the student with special educative needs. All this, although created from a philosophical-pedagogical point of view, is something so pragmatic that if it were not carried out, our programming would never come through safely.