The role of physical education and corporeality in the inclusion process: an exploratory study with special needs teachers in training.

Valentina Paola Cesarano, Davide Di Palma


It was decided to carry out an exploratory study aimed at investigating the opinions of  100 teachers specializing in  special educational needs  at the University of Naples “Suor Orsola Benincasa”, in relation to the aspect of corporeality and motor education as an essential dimension in the inclusive process to be implemented in the school context. 100 semi-structured on-line interviews were held. It was decided to carry out an analysis of the content of the interviews (Krippendorff, 2013) adopting the Grounded Theory (Glaser & Strauss, 1967) as the theoretical and methodological substrate, with specific reference to the constructivist-epistemological paradigm (Charmaz, 2005). The qualitative analysis was supported by the use of Nvivo software (Richards, 1999). The corpus of the interviews was subjected to content analysis (Krippendorff, 2013).

The qualitative analysis of the corpus of the interviews highlights the need for providing postgraduate teachers with more specific training in the field of physical education, particularly in its inclusive purpose. While recognizing the importance of physical education in the integral formation of the person, the teachers declared themselves not very competent and, above all, that they would not put into practice actions concerning the motor dimension in their teaching activity.


corporeality, inclusion, physical education, special needs teachers, disability.

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Italian Journal of Health Education, Sports and Inclusive Didactics 
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