Programa adaptado de fundamentos técnicos del fútbol para la inclusión de estudiante de 15 años con discapacidad auditiva

Resumen

This article analyzes educational inclusion through an adapted program of basic football techniques, implemented as a cross-curricular school project for a 15-year-old student with hearing impairment at Unidad Educativa La Alborada in Milagro, Ecuador. A qualitative case study was conducted using semi-structured interviews, non-participant observation, and the teacher’s reflective journal to explore the student’s motor and social learning. Results showed progressive improvements in autonomy, motivation, social interaction, and technical skills. It is concluded that adapted pedagogy, based on visual supports and differentiated strategies, promotes effective inclusion processes within the school environment.