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Physical education, especially in the context of primary school, represents for the child the first and, in some cases, even the only structured setting in which to experiment with motor experiences that have semantic and logical connections with other learnings. It contributes significantly to promote the educational process through the perception of the bodily self, the learning of motor skills, the increase of opportunities to implement motor sequences. in which the child can be fully involved not only on the physical-motor level but also on the cognitive, emotional, and social level. In this context, the aim of this paper is to highlight how, through a conscious pedagogical action oriented towards the proposal of significant motor experiences and the acquisition of new skills, it is possible to promote an adequate didactic planning capable of attributing the right value to motor action. [ABSTRACT FROM AUTHOR]

The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

In the transition from kindergarten to primary school, children are confronted for the first time with new learning, such as reading, writing and arithmetic. In order for this to happen in the best possible way, it is important that the child possesses a series of prerequisites that involve not only the linguistic sphere, but also the motor sphere. In the first years of life, children explore and learn about the world around them through their bodies and movements. Through motor experiences, the child develops not only his physical skills, but also cognitive skills. Promoting the acquisition of didactic and educational skills through physical activity, becomes essential to be able to exert concrete help especially towards those children who have school difficulties or special educational needs. This paper aims to recognize the value of kindergarten in relation to the learning processes of basic skills of reading, writing, arithmetic, socialization, and cooperation. In particular, the purpose is to demonstrate the positive influence of physical activity on school prerequisites. [ABSTRACT FROM AUTHOR]

The motor/sports approach offers the possibility of transferring knowledge using the body as a learning tool, allowing students to acquire skills in a practical and engaging way. The aim of this paper is to underline the importance of Universal Design for Learning (UDL) in school contexts as a tool to foster inclusion through the teaching of Physical Education. The UDL approach applied to the motor-sports context makes it possible to promote inclusion in training by designing interventions that take into account the different abilities and needs of students. The performance of different activities during the hour of Physical Education tends to encourage the active participation of students, favoring the development of motor skills and promoting a healthy and active lifestyle. [ABSTRACT FROM AUTHOR]

The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]