Inclusive Physical Education in Quito: Teacher Knowledge on Cerebral Palsy and Spina Bifida

This study assessed the knowledge of physical education teachers in Quito regarding physical disability, specifically cerebral palsy and spina bifida, focusing on their conceptual understanding and its application to inclusive pedagogical practices. A valid and reliable questionnaire was administered to a representative sample of 500 teachers from public and private elementary and high school institutions, demonstrating good psychometric properties (α = 0.82). Descriptive and comparative statistical analyses were employed to evaluate and contrast teachers' knowledge of both conditions. The results showed greater theoretical mastery of cerebral palsy, particularly in recognizing its types and symptoms; however, significant limitations were identified in the practical application of this knowledge. In the case of spina bifida, although general conceptual understanding was consistent, notable deficiencies were observed in its clinical classification and in the implementation of appropriate classroom adaptations, with 28.6% of teachers exhibiting a low level of knowledge. The main gap detected lay in the transfer from theory to practice and in procedural skills for both conditions. The findings highlight the critical need to strengthen teacher training programs through the design of targeted professional development, micro-credentials, and technological strategies that bridge the gap between theoretical knowledge and practical skills, in order to advance toward a more inclusive, equitable, and diversity-oriented physical education.