Use of Sign Language and Inclusive Physical Education in students with hearing disabilities

Abstract

Inclusive Physical Education enables universal learning spaces, where all students, regardless of their abilities, have the opportunity to develop to the fullest. However, for students with hearing impairments in a Physical Education class, it is a very different story. This not only limits their active participation in physical activities but also restricts their understanding. This study aimed to systematize information on inclusive practices regarding the use of sign language in Physical Education for students with hearing impairments from an inclusive perspective. In accordance with the PRISMA protocol, fourteen articles were considered in terms of documentary search strategies, methodological process for data processing, eligibility process, and collection and presentation of results. In conclusion, although the notion of inclusive physical education is that everyone should be included, there are still realities that limit this within schools. A variety of methodological actions based on the individual requirements of students with hearing impairments are necessary. This active inclusion cannot be achieved alone, but is determined by concerted and collective action by teachers, schools, families, and society.