Özet:

Abstract The school inclusion of students with disabilities encompasses multiple variables, characters and contexts. This study analyzed the inclusion in Physical Education classes of a regular state school in Mato Grosso do Sul, Brazil, from the bioecological model. A case study was developed through the observation of 15 Physical Education sessions of a 3rd grade elementary school, which had a student with disability. For data collection, we used the “Instrument to evaluate the interaction between students with and without disabilities in school physical education”, with data appreciated by categorization. A school system seeking to adapt to act jointly to the family and cultural, in line with the determinations imposed to the political promulgations. There were aspects favorable to the inclusion - positive interactions of students - interspersed with difficult aspects - weaknesses in architectural accessibility. Inclusion in school physical education can be performed by understanding the complexity of multiple aspects covered.

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