Introduction. HMB basic motor skills are essential, but in people with disabilities such as Down syndrome, intellectual disability, or hearing impairment, they are limited by specific challenges, which demands tailored interventions for their inclusive development. Objective. To evaluate the effectiveness of a program of adapted play activities in the development of basic motor skills in students with different disabilities. Methodology. A pre-experimental design was used with five students from a Specialized Educational Unit in Shushufindi, Ecuador. Results. Significant improvements were recorded in all HMB, going from mostly “Fair” to “Very high” levels. Advances in balance, manipulation and locomotion stood out, especially in students with Down syndrome. Conclusion. The program of adapted play activities was effective in developing basic motor skills in students with various disabilities, highlighting the relevance of these interventions in inclusive contexts. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.

Introduction. Inclusion in Physical Education is key to guaranteeing the active participation of hearing-impaired students, overcoming communication and accessibility barriers. Adapted gymnastic practices, through visual and kinesthetic strategies, promote the development of motor skills, social interaction, and group cohesion. Objective. To design and validate a learning program and gymnastic practices that promote the inclusion of hearing-impaired students in physical education. Methodology. The research used a mixed sequential explanatory approach with a pre-experimental and phenomenological design. We worked with 28 students, including one student with hearing impairment. The 8-week intervention integrated adapted visual and gestural activities. Observational instruments were used to measure dimensions of inclusion and semi-structured interviews for qualitative analysis. Results. The data evidenced significant gains in overall inclusion, with an increase in mean values from 24.79 ± 6.69 at pretest to 37.69 ± 3.48 at posttest (P = 0.05). In addition, improvements were observed in group cohesion, communication and positive perception of the adaptive strategies implemented, strengthening integration to Physical Education. Qualitative analysis revealed improvements in group cohesion, communication, and participants' perception of inclusive strategies. Conclusion. The adapted gymnastic practices program was effective in promoting the inclusion of students with hearing impairment in the physical education class. General area of study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.