Inclusive Education through Sport: An Educational Strategy for Learners with Visual Disabilities

Abstract

Inclusive education is a cornerstone of international and national educational policies, but students with visual disabilities still face significant barriers to full school participation. Adapted sport and physical activity emerge as pedagogical tools with great potential to overcome these barriers. This article evaluates sport as an educational strategy to promote the social inclusion of these learners, using a qualitative-descriptive approach and a multiple case study design. Twenty‑five students with visual disabilities (basic and middle education levels) and ten physical education teachers participated. Participant observation, semi‑structured interviews, and documentary review were applied. The results show that adapted physical activities increased active participation (60% of students reached a high level), improved motor skills (coordination, balance, spatial orientation), and fostered values such as cooperation (90%), solidarity (80%), and respect for rules (75%). A transversal effect on self‑esteem and group acceptance was also observed. It is concluded that adapted sport, intentionally planned by trained teachers, is not a complementary activity but a fundamental pedagogical strategy for equity and educational quality.