Inclusive education guarantees that all students can access knowledge and develop capacities, values, and skills through the educational process by making the necessary adjustments to accommodate all population groups. Physical education, in turn, is the pedagogical discipline aimed at enhancing students’ physical and motor abilities, with multiple contributions to health development and the adoption of healthy lifestyles through the practice of exercises, games, and sports. In this way, the inclusive school must offer students opportunities to participate in activities involving play, sports, and cultural expressions that promote the involvement of all students and their families within the school environment. The methodology used was action research with a qualitative approach, developed within a critical social paradigm. Techniques such as interviews, interactive activities, and focus groups were employed to later conduct a reflective analysis of how teaching practices in physical education could be redefined to promote inclusive education in a private school in Sogamoso, Boyacá. The data analysis revealed gaps in teacher training, as many were unaware of the relevant regulations or how to properly implement reasonable adjustments. As a result, a training strategy was developed to consolidate knowledge and provide tools applicable in pedagogical practice. This led to a demonstrated commitment by teachers to change their practices and approaches, and to reflect on how they truly contribute to student development.
