Inclusive curricular accommodations in university sports courses: systematization of the CIMA program experience

Article Sidebar

PDF (Spanish)

Main Article Content

Víctor Contreras-Mellado
Universidad de Talca, Chile
https://orcid.org/0000-0001-8856-9477
Esteban Garrido-Parraguez
Universidad de Talca, Chile
https://orcid.org/0009-0001-3716-7846
César Faúndez-Casanova
Universidad Católica del Maule, Chile
https://orcid.org/0000-0003-4501-4169

Abstract

Educational inclusion in higher education requires institutional strategies aimed at reducing barriers and promoting the participation of students with specific educational support needs. In this context, the objective of this study was to systematize the experience of implementing curricular adaptations and reasonable accommodations developed with the support of the Comprehensive Center for Learning Improvement (CIMA) in university sports courses between 2020 and 2025. A descriptive study was conducted based on the methodology for systematizing experiences, using institutional records and documents related to the student support process, including individualized support plans, records associated with medical certificates, and academic progress records. During the evaluation period, a total of 358 students were enrolled, with an average age of 22.2 ± 1.82 years; of these, 77.7% had medical certificates, and 22.3% were referred by CIMA. The strategies implemented included methodological adjustments, assessment adaptations, and two main forms of support: therapeutic adjustments developed through individualized routines in the weight room, and technological/theoretical adjustments implemented through lectures and digital resources aimed at maintaining academic continuity. It is concluded that the curricular accommodations and reasonable adjustments, developed through CIMA, constitute an institutional strategy that could promote educational inclusion and student participation in university sports courses.

Item information
Published: August 5, 2026
Issue: No. 19 (2026): Revista Convergencia Educativa
Section: Artículos de Investigación
DOI: https://doi.org/10.29035/rce.19.52
Keywords: Higher education, Educational inclusion, Curricular accommodations, Physical activity, Student retention

Article Details

How to Cite
Contreras-Mellado, V., Garrido-Parraguez, E., & Faúndez-Casanova, C. (2026). Inclusive curricular accommodations in university sports courses: systematization of the CIMA program experience. Convergencia Educativa, 19, 52-74. https://doi.org/10.29035/rce.19.52
References

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587

Altes, T., Willemse, M., Goei, S., & Ehren, M. (2024). Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review. Educational Research Review, 43, 100605. https://doi.org/10.1016/j.edurev.2024.100605

American Educational Research Association. (2011). Code of ethics. Educational Researcher, 40(3), 145–156, https://doi.org/10.3102/0013189X11410403

Andrade Salazar, D. E., Peris Riquelme, G. E., Correia Castelli de Campos, L. F., Olmos González, F. J., Campos-Campos, K., Luarte-Rocha, C., & Dos Santos, L. G. T. F. (2024). El deporte paralímpico en Chile: Resultados históricos de las participaciones en los Juegos Paralímpicos de Invierno y Verano. Revista Ciencias de la Actividad Física UCM, 24(2), 1–15. https://doi.org/10.29035/rcaf.24.2.11

Chile. Ley N.º 20.422. Establece normas sobre igualdad de oportunidades e inclusión social de personas con discapacidad. Diario Oficial de la República de Chile, Santiago, Chile, 10 de febrero de 2010. https://www.bcn.cl/leychile/navegar?idNorma=1010903

Chile. Ley N.º 21.091. Sobre Educación Superior. Diario Oficial de la República de Chile, Santiago, Chile, 29 de mayo de 2018. https://www.bcn.cl/leychile/navegar?idNorma=1010903

Cifuentes Gil, Rosa M y Pantoja Kauffmann, Gabriela F. (2019). Sistematización de experiencias: aportes para la producción de conocimiento desde la práctica. Editorial Universidad de La Salle.

Cornejo, J. (2014). Reto a la inclusividad: Fondecyt 1130501. Convergencia Educativa, 3, 21-37. https://revistace.ucm.cl/article/view/275

Cornejo, J. (2019). Inclusión educativa desde la óptica de los académicos responsables de la formación de profesores. Revista Educación, 28, 27–58. https://doi.org/10.18800/educacion.201902.002

Diaz-Vega, M., Moreno-Rodriguez, R., & Lopez-Bastias, J. (2020). Educational inclusion through the Universal Design for Learning: Alternatives to teacher training. Education Sciences, 10(11), 303. https://doi.org/10.3390/educsci10110303

Flores Meza, G., & Flores, D. (2022). ¿Cómo llegamos del neoliberalismo a la Ley de Inclusión (2015) en las escuelas de Chile?. Convergencia Educativa, 12, 78-87. https://doi.org/10.29035/rce.12.78

Fuentes Vilugrón, G., Zúñiga Guzmán, C., & Arriagada Hernández, C. (2024). Representaciones sociales de estudiantes y profesores de Educación Física sobre la educación intercultural en Chile. Revista Ciencias de la Actividad Física UCM, 24(1), 1–17. https://doi.org/10.29035/rcaf.24.1.10

García, S., & Romero, M. A. (2024). Competencias para la promoción de una educación inclusiva en el aula universitaria: Un análisis de las habilidades y conocimientos docentes. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-1601

Jara Holliday, O. (2018). La sistematización de experiencias: práctica y teoría para otros mundos posibles. CINDE.

Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964

Moriña, A. (2020). Faculty members who engage in inclusive pedagogy: Methodological and affective strategies for teaching. Teaching in Higher Education, 27(3), 371–386. https://doi.org/10.1080/13562517.2020.1724938

Stentiford, L., & Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322

Sumonte-Rojas, V., Fuentealba, L. A., Faúndez-Casanova, C., & Toledo Vega, G. (2026). Pedagogies for inclusion in higher education (HE): A systematic review of empirical studies (2015–2025). Sustainability, 18, 2294. https://doi.org/10.3390/su18052294

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000373724

United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations. https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd

World Health Organization. (2022). Global report on health equity for persons with disabilities. World Health Organization. https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/global-report-on-health-equity-for-persons-with-disabilities

World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053

Downloads statistics
Download data is not yet available.
License information
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional