Analysis of Practices and Policies for Students with Disabilities and Neurodevelopmental Disorders in School Physical Education

Abstract

This study aims to analyze the implementation of public policies for the inclusion of students with disabilities (SWD) and Neurodevelopmental Disorders (ND) in Physical Education classes at a municipal school in Maringá (Brazil), seeking to understand the extent to which current legislation is reflected in local pedagogical practice. A qualitative case study approach was adopted, focusing on inclusive practices and educational public policies within the context of school-based Physical Education. Data were collected through semi-structured interviews with four key participants: a classroom support teacher, a Physical Education teacher, the school principal, and the manager of Interdisciplinary Pedagogical Support for the municipal education network. Data analysis was conducted using Bardin’s Content Analysis, complemented by the CIPP evaluation model (Context, Input, Process, and Product), which made it possible to identify progress, challenges, and gaps in the implementation of inclusion policies. The results indicate that, despite positive initiatives and the commitment of school professionals, there are still shortcomings in ongoing professional development and pedagogical support, which hinder the consolidation of truly inclusive practices. The study concludes that there is a need to strengthen the alignment between legal guidelines and actual teaching conditions in order to promote effective, equitable, and sustainable inclusion in school Physical Education.