Aprendizaje de prácticas gimnasticas para la inclusión de estudiantes con discapacidad auditiva a la educación física
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Resumo
Introducción. La inclusión a la Educación Física es clave para garantizar la participación de estudiantes con discapacidad auditiva, superando barreras de comunicación y accesibilidad. Las prácticas gimnásticas adaptadas, mediante estrategias visuales y kinestésicas, promueven el desarrollo de habilidades motoras, la interacción social y la cohesión grupal. Objetivo. Diseñar y a su vez validar un programa de aprendizaje de prácticas gimnásticas que promuevan la inclusión de estudiantes con discapacidad auditiva a la Educación Física. Metodología. La investigación utilizó un enfoque mixto explicativo secuencial con un diseño preexperimental y fenomenológico. Se trabajó con 28 estudiantes, incluyendo una con discapacidad auditiva. La intervención, de 8 semanas, integró actividades adaptadas visuales y gestuales. Se aplicaron instrumentos de observación para medir dimensiones de inclusión y entrevistas semiestructuradas para un análisis cualitativo. Resultados. Los datos evidenciaron avances significativos en la inclusión en general, con un incremento en los valores promedio de 24,79 ± 6,69 en el pretest a 37,69 ± 3,48 en el post test (P = 0,05). Además, se observaron mejoras en cohesión grupal, comunicación y percepción positiva de las estrategias adaptativas implementadas, fortaleciendo la integración a la Educación Física. El análisis cualitativo reveló mejoras en cohesión grupal, comunicación y percepción de los participantes sobre las estrategias inclusivas. Conclusión. El programa de prácticas gimnásticas adaptadas resultó efectivo para promover la inclusión de estudiantes con discapacidad auditiva a la educación física. Área de estudio general: Educación. Área de estudio específica: Educación Física Inclusiva. Tipo de estudio: Artículos originales.
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Curicama Ayol, A. G., Quiñonez Panezo, M. K., Loaiza Dávila, L. E., & Maqueira Caraballo, G. de la C. (2025). Aprendizaje de prácticas gimnasticas para la inclusión de estudiantes con discapacidad auditiva a la educación física. ConcienciaDigital, 8(1), 27-47. https://doi.org/10.33262/concienciadigital.v8i1.3272
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Artículos
Referências
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Battaglia, G., Alesi, M., Tabacchi, G., Palma, A., & Bellafiore, M. (2019). The development of motor and pre-literacy skills by a physical education program in preschool children: a non-randomized pilot trial. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02694
Cipriano, C., Barnes, T., Pieloch, K., Rivers, S., & Brackett, M. (2018). A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research, 22, 209-228. https://doi.org/10.1007/S10984-018-9274-0
De Stefani, E., Rodà, F., Volta, E., Pincolini, V., Farnese, A., Rossetti, S., Pedretti, F., & Ferrari, P. F. (2020). Learning new sport actions: pilot study to investigate the imitative and the verbal instructive teaching methods in motor education. PLoS ONE, 15(8), e0237697. https://doi.org/10.1371/journal.pone.0237697
Dickinson, K., & Gronseth, S. (2020). Application of universal design for learning (udl) principles to surgical education during the COVID-19 pandemic. Journal of Surgical Education, 77(5), 1008 - 1012. https://doi.org/10.1016/j.jsurg.2020.06.005
Grash, N., Skuratovskaya, M., & Mamedova, E. (2021). Speech education of students with hearing impairment as a means of communication. E3S Web of Conferences, 273, 12091. https://doi.org/10.1051/e3sconf/202127312091
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education: an empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381-395. https://doi.org/10.1177/0022487120965525
Guzey, I., Dai, Y., Evans, B., Chintala, S., & Pinto, L. (2023). See to touch: learning tactile dexterity through visual incentives. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2309.12300
Hidalgo, C., Zécri, A., Pesnot-Lerousseau, J., Truy, E., Roman, S., Falk, S., Bella, S. D., & Schön, D. (2020). Rhythmic abilities of children with hearing loss. Ear And Hearing, 42(2), 364-372. https://doi.org/10.1097/aud.0000000000000926
Huang, S., Syoc, B., Yang, R., Kuehn, T., Smith, D., & Zhu, Q. (2020). Using visual and/or kinesthetic information to stabilize intrinsic bimanual coordination patterns is a function of movement frequency. Psychological Research, 85, 865-878. https://doi.org/10.1007/s00426-020-01288-2
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward the inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. https://doi.org/10.1080/17408989.2019.1571183
Jiam, N. T., & Limb, C. J. (2019). Rhythm processing in cochlear implant−mediated music perception. Annals of the New York Academy of Sciences, 1453(1), 22-28. https://doi.org/10.1111/nyas.14130
Karimi-Boroujeni, M., Dajani, H. R., & Giguère, C. (2023). Perception of prosody in hearing-impaired individuals and users of hearing assistive devices: an overview of recent advances. Journal of Speech Language and Hearing Research, 66(2), 775-789. https://doi.org/10.1044/2022_jslhr-22-00125
Khramov, V., Shirshova, E., & Matova, E. (2019). Providing information about movement techniques using cognitive visualization. Human Sport Medicine, 19(S1), 99-105. https://doi.org/10.14529/hsm19s113
Lo, C. Y., Russo, F., & Singh, G. (2023). Exploring the impact of hearing loss through music, irony, and rhythm. The Journal of the Acoustical Society of America, 153(3_supplement), A286. https://doi.org/10.1121/10.0018866
Marín-Suelves, D., & Ramón-Llín, J. (2020). Physical education and inclusion: a bibliometric study. Apunts Educación Física y Deportes, 143, 17-26. https://doi.org/10.5672/apunts.2014-0983.es.(2021/1).143.03
Medina-García M, Doña-Toledo L, Higueras-Rodríguez L. (2020). Equal opportunities in an inclusive and sustainable education system: an explanatory model. Sustainability, 12(11), 4626. https://doi.org/10.3390/su12114626
Novikov, I., Novikov, V., & Novikova, M. (2019). Features of physical development and physical fitness in boys with hearing impairments and their corrections using sports gymnastics. Human Sport Medicine, 19(3), 125-130. https://doi.org/10.14529/hsm190316
Nowland, L. A., & Haegele, J. A. (2023). The self-efficacy of physical education teachers to teach students with disabilities: a systematic review of literature. Adapted Physical Activity Quarterly, 40(4), 758-780. https://doi.org/10.1123/apaq.2022-0135
Nugraha, A., Sukoco, P., & Annisa, A. (2019). Motivation and physical education learning achievement among students with hearing impairment. Acta Facultatis Educationis Physicae Universitatis Comenianae, 59(2), 129-137. https://doi.org/10.2478/afepuc-2019-0011
Onuigbo, L., Osadebe, N. E., & Achebe, N. E. (2018). Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities. International Journal of Inclusive Education, 24(3), 266–287. https://doi.org/10.1080/13603116.2018.1459887
Rubtsov, V. (2020). Two approaches to the problem of development in the context of social interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5-14. https://doi.org/10.17759/chp.2020160302
Rozaq, A. B., Wardiah, D., & Manullang, J. G. (2023). Improving students’ understanding in practicing static and dynamic gymnastic movements through audio visual. Journal of Social Work and Science Education, 4(3), 76-82. https://doi.org/10.52690/jswse.v4i3.515. https://www.researchgate.net/
publication/376560380_Improving_Students%27_Understanding_in_Practicing_Static_and_Dynamic_Gymnastic_Movements_through_Audio_Visual
Seema. G., & Kumar, G. (2018). Impact of social skills training on self-esteem among male and female adolescent students. Indian Journal of Positive Psychology, 9(01). https://doi.org/10.15614/ijpp.v9i01.11761. https://www.researchgate.net/publication/324513450_Impact_of_social_skills_training_on_self-esteem_among_male_and_female_adolescent_students
Suwastini, N. K. A., Marantika, P. D., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal teaching in EFL context: a literature review. Edu-Ling Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701
Thakur, R., Jayakumar, J., & Pant, S. (2023). Visual perception and attentional skills in school-age children: a cross-sectional study of reading proficiency in the hearing impaired. Indian Journal of Community Medicine, 48(4), 544-549. https://doi.org/10.4103/ijcm.ijcm_204_22
Tupiño, R., Carcausto-Calla, W., Nakiche, K., Gamarra, S., & Shigetomi, E. (2023). Differentiated methodological strategies for inclusive education in basic education: scoping review. Journal of Educational and Social Research, 13(6), 56. https://doi.org/10.36941/jesr-2023-0147
Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377. https://doi.org/10.1123/apaq.2018-0145
Yadav, A., Ahsan, A., & Kumar, V. (2023). Impact of hearing aid usage on emotional and social skills in people with severe to profound hearing loss. Journal of Audiology & Otology, 27(1), 10-15. https://doi.org/10.7874/jao.2022.00290
Zarei, H., Norasteh, A. A., Lieberman, L. J., Ertel, M. W., & Brian, A. (2023). Balance control in individuals with hearing impairment: a systematic review and meta-analysis. Audiology and Neurotology, 29(1), 30-48. https://doi.org/10.1159/000531428
Battaglia, G., Alesi, M., Tabacchi, G., Palma, A., & Bellafiore, M. (2019). The development of motor and pre-literacy skills by a physical education program in preschool children: a non-randomized pilot trial. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02694
Cipriano, C., Barnes, T., Pieloch, K., Rivers, S., & Brackett, M. (2018). A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research, 22, 209-228. https://doi.org/10.1007/S10984-018-9274-0
De Stefani, E., Rodà, F., Volta, E., Pincolini, V., Farnese, A., Rossetti, S., Pedretti, F., & Ferrari, P. F. (2020). Learning new sport actions: pilot study to investigate the imitative and the verbal instructive teaching methods in motor education. PLoS ONE, 15(8), e0237697. https://doi.org/10.1371/journal.pone.0237697
Dickinson, K., & Gronseth, S. (2020). Application of universal design for learning (udl) principles to surgical education during the COVID-19 pandemic. Journal of Surgical Education, 77(5), 1008 - 1012. https://doi.org/10.1016/j.jsurg.2020.06.005
Grash, N., Skuratovskaya, M., & Mamedova, E. (2021). Speech education of students with hearing impairment as a means of communication. E3S Web of Conferences, 273, 12091. https://doi.org/10.1051/e3sconf/202127312091
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education: an empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381-395. https://doi.org/10.1177/0022487120965525
Guzey, I., Dai, Y., Evans, B., Chintala, S., & Pinto, L. (2023). See to touch: learning tactile dexterity through visual incentives. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2309.12300
Hidalgo, C., Zécri, A., Pesnot-Lerousseau, J., Truy, E., Roman, S., Falk, S., Bella, S. D., & Schön, D. (2020). Rhythmic abilities of children with hearing loss. Ear And Hearing, 42(2), 364-372. https://doi.org/10.1097/aud.0000000000000926
Huang, S., Syoc, B., Yang, R., Kuehn, T., Smith, D., & Zhu, Q. (2020). Using visual and/or kinesthetic information to stabilize intrinsic bimanual coordination patterns is a function of movement frequency. Psychological Research, 85, 865-878. https://doi.org/10.1007/s00426-020-01288-2
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward the inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. https://doi.org/10.1080/17408989.2019.1571183
Jiam, N. T., & Limb, C. J. (2019). Rhythm processing in cochlear implant−mediated music perception. Annals of the New York Academy of Sciences, 1453(1), 22-28. https://doi.org/10.1111/nyas.14130
Karimi-Boroujeni, M., Dajani, H. R., & Giguère, C. (2023). Perception of prosody in hearing-impaired individuals and users of hearing assistive devices: an overview of recent advances. Journal of Speech Language and Hearing Research, 66(2), 775-789. https://doi.org/10.1044/2022_jslhr-22-00125
Khramov, V., Shirshova, E., & Matova, E. (2019). Providing information about movement techniques using cognitive visualization. Human Sport Medicine, 19(S1), 99-105. https://doi.org/10.14529/hsm19s113
Lo, C. Y., Russo, F., & Singh, G. (2023). Exploring the impact of hearing loss through music, irony, and rhythm. The Journal of the Acoustical Society of America, 153(3_supplement), A286. https://doi.org/10.1121/10.0018866
Marín-Suelves, D., & Ramón-Llín, J. (2020). Physical education and inclusion: a bibliometric study. Apunts Educación Física y Deportes, 143, 17-26. https://doi.org/10.5672/apunts.2014-0983.es.(2021/1).143.03
Medina-García M, Doña-Toledo L, Higueras-Rodríguez L. (2020). Equal opportunities in an inclusive and sustainable education system: an explanatory model. Sustainability, 12(11), 4626. https://doi.org/10.3390/su12114626
Novikov, I., Novikov, V., & Novikova, M. (2019). Features of physical development and physical fitness in boys with hearing impairments and their corrections using sports gymnastics. Human Sport Medicine, 19(3), 125-130. https://doi.org/10.14529/hsm190316
Nowland, L. A., & Haegele, J. A. (2023). The self-efficacy of physical education teachers to teach students with disabilities: a systematic review of literature. Adapted Physical Activity Quarterly, 40(4), 758-780. https://doi.org/10.1123/apaq.2022-0135
Nugraha, A., Sukoco, P., & Annisa, A. (2019). Motivation and physical education learning achievement among students with hearing impairment. Acta Facultatis Educationis Physicae Universitatis Comenianae, 59(2), 129-137. https://doi.org/10.2478/afepuc-2019-0011
Onuigbo, L., Osadebe, N. E., & Achebe, N. E. (2018). Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities. International Journal of Inclusive Education, 24(3), 266–287. https://doi.org/10.1080/13603116.2018.1459887
Rubtsov, V. (2020). Two approaches to the problem of development in the context of social interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5-14. https://doi.org/10.17759/chp.2020160302
Rozaq, A. B., Wardiah, D., & Manullang, J. G. (2023). Improving students’ understanding in practicing static and dynamic gymnastic movements through audio visual. Journal of Social Work and Science Education, 4(3), 76-82. https://doi.org/10.52690/jswse.v4i3.515. https://www.researchgate.net/
publication/376560380_Improving_Students%27_Understanding_in_Practicing_Static_and_Dynamic_Gymnastic_Movements_through_Audio_Visual
Seema. G., & Kumar, G. (2018). Impact of social skills training on self-esteem among male and female adolescent students. Indian Journal of Positive Psychology, 9(01). https://doi.org/10.15614/ijpp.v9i01.11761. https://www.researchgate.net/publication/324513450_Impact_of_social_skills_training_on_self-esteem_among_male_and_female_adolescent_students
Suwastini, N. K. A., Marantika, P. D., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal teaching in EFL context: a literature review. Edu-Ling Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701
Thakur, R., Jayakumar, J., & Pant, S. (2023). Visual perception and attentional skills in school-age children: a cross-sectional study of reading proficiency in the hearing impaired. Indian Journal of Community Medicine, 48(4), 544-549. https://doi.org/10.4103/ijcm.ijcm_204_22
Tupiño, R., Carcausto-Calla, W., Nakiche, K., Gamarra, S., & Shigetomi, E. (2023). Differentiated methodological strategies for inclusive education in basic education: scoping review. Journal of Educational and Social Research, 13(6), 56. https://doi.org/10.36941/jesr-2023-0147
Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377. https://doi.org/10.1123/apaq.2018-0145
Yadav, A., Ahsan, A., & Kumar, V. (2023). Impact of hearing aid usage on emotional and social skills in people with severe to profound hearing loss. Journal of Audiology & Otology, 27(1), 10-15. https://doi.org/10.7874/jao.2022.00290
Zarei, H., Norasteh, A. A., Lieberman, L. J., Ertel, M. W., & Brian, A. (2023). Balance control in individuals with hearing impairment: a systematic review and meta-analysis. Audiology and Neurotology, 29(1), 30-48. https://doi.org/10.1159/000531428