Musicalized exercises for the inclusion of students with moderate intellectual disability into the physical education class

Abstract

Introduction: this article explores how the integration of musicalized exercises in Physical Education can be an innovative and effective strategy to overcome the challenges of inclusion of students with moderate intellectual disabilities. By combining the benefits of physical activity and music, this study seeks to provide valuable insight into inclusive and adaptive methods that can be implemented in the education system to encourage more equal and enriching participation in PE classes. Objectives: the main objective is to examine the efficacy of musicalized exercises in improving the inclusion of students with moderate intellectual disability in physical education classes. Specific objectives include assessing the impact of these exercises on student participation and physical performance, identifying barriers and facilitators for their implementation, and proposing evidence-based recommendations for their effective incorporation into the education system. Methodology: this research adopts a mixed approach, combining qualitative and quantitative elements to analyze the inclusion of students with moderate intellectual disability in Physical Education classes through musical exercises. It is developed in distinct phases, from an initial exploratory phase to understand disability, to a correlational phase that evaluates the effectiveness of the proposed program. Tools such as observation guides and surveys are used to obtain a complete view of pre- and post-intervention outcomes, allowing specific needs to be identified and effective inclusive strategies to be designed. Results: the survey applied to Physical Education teachers revealed that female teachers used musical exercises more frequently than male teachers, observing greater receptivity and improvements in the participation and commitment of students with moderate intellectual disabilities. Both groups agreed on the significant benefits of these exercises for the inclusion and emotional well-being of students, as well as on their contribution to the integral development and improvement of coordination and balance. Conclusions: the implementation of musical exercises in Physical Education classes has proven to be an effective strategy for the inclusion of students with moderate intellectual disabilities. The results indicate significant improvements in psychomotor and psychosocial abilities, especially in subject 1, who showed a notable increase in post-intervention scores, although cognitive abilities presented an increase in both subjects, the highest percentage of positive influence was evidenced in the exercises musicalized during Physical Education classes, revealing their benefits,  in students with intellectual disabilities, demonstrating improvements in their participation and emotional well-being, and a more positive collaborative and inclusive environment. General area of study: Education. Specific area of study: Physical Culture. Type of study: original.