Body Language as an Inclusion Strategy for Students with Moderate Vision Impairment

Abstract

This article addresses body language as a way of promoting the inclusion of students with disabilities in the school environment. The research used a mixed approach, with a pre-experimental design and direct classroom inquiry. Semi-structured interview techniques and observation were used, along with three instruments (two interview questionnaires and an observation guide). The study was conducted in an educational unit in the Manabí province, with 32 students between the ages of 11 and 13, including a student with moderate visual impairment, a mother, and a teacher. Dynamics were designed that focused on movement, interaction, and nonverbal communication. The research highlighted the need to incorporate movement-based teaching strategies as valuable tools to promote inclusive processes. In conclusion, the results of the expert validation corroborate that the proposed pedagogical strategy is a useful tool for embodied expression, mitigating attitudinal and participation barriers by offering meaningful learning spaces for both students and teachers, who lacked experience in this area. Finally, it is recommended to strengthen teacher training in inclusive pedagogies and continue exploring creative methodologies that value diversity in the classroom.