Folclórica dance in the inclusion of children with hearing disabilities in Physical Education class

Abstract

The study aimed to design an inclusive folk dance program for its application in Physical Education classes, specifically oriented toward students with hearing disabilities. A qualitative approach with a descriptive scope was adopted, which made it possible to understand the dynamics of inclusion in a specific school context. The population consisted of 450 students, from which an intentional sample of 20 was selected, including one participant with a hearing disability. Data collection employed structured observation, a teacher survey, and a focus group with specialists, with the information analyzed through methodological triangulation. The findings revealed recurrent barriers such as insufficient technological resources, a lack of adapted materials, and limited teacher training in inclusive education. Based on this diagnosis, an inclusive folk dance program was designed and subsequently validated by experts in Physical Education, who highlighted its pedagogical relevance, methodological coherence, and feasibility of implementation. This program constitutes an innovative contribution to the field by promoting motor skills, cultural expression, and educational equity, while strengthening the active and meaningful participation of students with hearing disabilities in Physical Education classes.