La inclusión de estudiantes con discapacidad visual en Educación Física: percepciones y prácticas docentes

Introduction: the inclusion of students with visual disabilities in physical education represented a pedagogical and social challenge in chilean schools, highlighting the need to understand how it developed through teaching practice. Objective: to analyze how the inclusion of students with visual disabilities was promoted based on the experiences and pedagogical strategies of physical education teachers in different school contexts. Methodology: a qualitative approach with a phenomenological design was applied. Twenty-three teachers were intentionally selected, and data were collected through structured interviews and analyzed using open and axial coding. Results: inclusion depended on teacher training, environmental conditions, available resources, and institutional collaboration. gaps persisted between policy and practice, along with material and attitudinal limitations. Discussion: the results aligned with previous studies, stressing the need to strengthen teacher education and design contextualized strategies that promote equitable participation. Conclusions: inclusion in physical education is a process under construction that requires institutional commitment, interdisciplinary work, and a critical perspective to create genuinely inclusive environments.