Development of inclusive cooperative games for hearing impaired students

The educational inclusion of students with hearing disabilities in the area of Physical Education faces significant barriers due to the limited implementation of adapted methodological strategies that promote participation. The objective of this research was to design a methodological strategy based on adapted cooperative games to foster the inclusion of students with hearing disabilities in Physical Education classes. The research followed a quantitative approach with a pre-experimental design, using a single group with pretest–posttest measurements. The sample consisted of 20 students, with and without hearing disabilities, from the Upper Basic General Education level of the Unidad Educativa Fiscomisional Carlos Ponce Martínez. Data collection was carried out through an observation guide applied before and after an intervention composed of six pedagogical sessions with adapted recreational activities. The results showed improvements in active participation, social interaction, accessibility, and emotional well-being among students with hearing disabilities. Positive progress was also observed in students without disabilities, contributing to a more inclusive, empathetic, and collaborative educational environment. The intervention with adapted cooperative games strengthened inclusion and socio-affective well-being in students with hearing disabilities, demonstrating a positive educational impact toward sustainable, equitable, and diversity-sensitive inclusive practices.