Adapted Exercises for Inclusion in Physical Education of Students with Idiopathic Scoliosis

Abstract

This study proposes adapted exercises to promote inclusion in physical education for students with idiopathic scoliosis, focused on a single case of an Ecuadorian adolescent. This study adopts a qualitative descriptive-interpretive design, focused on a single case to explore variables such as inclusion in physical education (equitable participation) and adapted exercises (postural self-correction and pain reduction). The qualitative approach allows for a deep understanding of subjective experiences, based on semi-structured observations, interviews, and thematic analysis. The sample is based on a 16-year-old student with double-curve idiopathic scoliosis, diagnosed at age 13, with initial symptoms of sudden back pain since 2018, aggravated by a fall and undetected in initial radiographs. A pedagogical proposal aligned with universal design for learning (UDL) was developed, adapting school activities to foster participatory equity at the Unidad Educativa Particular Adventista CADE, Santo Domingo de los Tsáchilas. The results reveal barriers such as post-torsion lumbar pain (intensity 4-5/10), medium-low participation (15/45 active minutes), and insufficient reactive adaptations, with improvements in confidence and group interaction after inclusive interventions. It is concluded that this pedagogical proposal strengthens educational inclusion, contributing to national equity policies in rural contexts, with recommendations for continuous teacher training and accessible resources.