Promoting Development and Environmental Awareness in Children with Disabilities: An Approach with Adapted Physical Education and Fuzzy Logic

Abstract

This study aimed to develop a fuzzy logic model to evaluate the impact of interventions in Adapted Physical Education and Environmental Education on the development of children with disabilities, covering physical, cognitive, and environmental awareness aspects. Scenario simulations mimicking real conditions and incorporating variables such as motor coordination and understanding of environmental concepts were implemented. The interventions were evaluated using fuzzy rules to measure the impacts on various development dimensions. Although the model was not applied practically with children, validation tests suggest its future applicability in practical studies. Results indicate that integrated and balanced interventions can effectively improve both physical and cognitive development. Fuzzy logic proved to be a robust tool for detailed progress evaluation, indicating that the developed model can significantly contribute to inclusive pedagogical practices and guide educational policies for children with disabilities while reinforcing sustainability in environmental education.