RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
52
Articles
Nilton Joel Sánchez Aguirre
Universidad Bolivariana del Ecuador, Ecuador
njsancheza_a@ube.edu.ec
ORCID https://orcid.org/0009-0005-0759-2533
Moyra Judith Velástegui Santander
Universidad Bolivariana del Ecuador, Ecuador
mjvelasteguis@ube.edu.ec
ORCID https://orcid.org/0009-0009-2078-5988
Ricardo Arencibia Moreno
Universidad Bolivariana del Ecuador, Ecuador
rarencibiam@ube.edu.ec
ORCID https://orcid.org/0000-0002-7184-5321
Giceya de la Caridad Maqueira Caraballo
Universidad Bolivariana del Ecuador, Ecuador
gdmaqueirac@ube.edu.ec
ORCID https://orcid.org/0000-0001-6282-3027
Abstract: The inclusion of students with attention
deficit hyperactivity disorder (ADHD) in Physical
Education classes represents an educational
challenge due to difficulties associated with
behavior, attention deficits, limitations in
behavioral self-regulation, and social interaction.
The general objective of this study was to evaluate
the effectiveness of an adapted exercise system
based on traditional Ecuadorian games as an
inclusive didactic strategy to improve
participation, social integration, and self-regulation
of students with ADHD in Physical Education.
The study followed a mixed-methods approach
and adopted a quasi-experimental design with
pretest and posttest measurements, applied to a
non-probabilistic, purposive sample consisting of
seven students with a confirmed diagnosis of
ADHD enrolled in the tenth year of Basic
Education at an educational institution located in
the Ecuadorian Amazon region. The intervention
was carried out over eight weeks and included
quantitative and qualitative instruments such as
inclusion assessment scales, questionnaires,
observation checklists, and teacher interviews. The
exercise system was validated through expert
judgment using the Delphi method. The results
showed improvements in the motor (M = 3.64)
and social (M = 3.56) dimensions, as well as
progress in sustained attention and self-regulation,
reflected in a reduction of impulsive behaviors.
Expert validation reached an excellent rating (M =
4.98). It is concluded that the exercise system
constitutes an effective and feasible pedagogical
Keywords: Educational inclusion, ADHD,
traditional games, self-regulation, physical
education.
The inclusion of students with TDH in the physical education subject:
implementation of an exercise system.
Nilton Joel Sánchez Aguirre
1
; Moyra Judith Velástegui Santander
2
; Ricardo Arencibia Moreno
3
& Giceya de la
Caridad Maqueira Caraballo
4
RIAF. International Journal of Physical Activity
University de Guayaquil, Ecuador
Frequency: Semiannual
Vol. 4, no. 1, 2026
revista.riaf@ug.edu.ec
Received: November 11, 2025
Approved: December 12, 2025
URL: https://revistas.ug.edu.ec/index.php/riaf
DOI: https://doi.org/10.53591/0q019307
Authors publishing in RIAF know and accept the following
conditions: Authors retain copyright over their works, and grant
RIAF the right of first publication of the work, under an
international Creative Commons license
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
53
Introduction
Attention Deficit Hyperactivity Disorder (ADHD) constitutes one of the neurodevelopmental
conditions with the greatest presence in the child and adolescent population. The Diagnostic and
Statistical Manual of Mental Disorders (DSM-5) describes ADHD as a persistent pattern of
inattention and/or hyperactivity-impulsivity that interferes with social, academic, or occupational
functioning, and whose symptoms must persist for at least six months and manifest before age 12 in
two or more contexts (American Psychiatric Association, 2022). Recent studies estimate the global
prevalence of ADHD to be around 5% to 6%, reflecting its widespread nature and the need to
strengthen educational responses aimed at this group of students (Thomas et al., 2023).
In parallel, educational systems face the growing challenge of attending to student diversity. In
recent years, the number of students with specific needs for educational support has increased
steadily, as evidenced by official reports that register more than 700,000 students identified within
this category in the latest available report (Ministry of Education and Vocational Training, 2020).
This reality demands that teachers, including Physical Education teachers, have pedagogical tools
that allow them to adequately respond to the particularities of each student. In the specific case of
students with attention deficit hyperactivity disorder (ADHD), difficulties related to concentration,
following instructions, and behavioral self-regulation are common, aspects that can affect their
participation in school activities, especially when these lack motivating or dynamic elements. These
difficulties are closely associated with alterations in executive functions, such as sustained attention,
organization, and impulse control, which have been identified in recent studies as determining factors
in the academic performance and school adaptation of students with ADHD (Ayano et al., 2023).
This topic arises from the researchers' concern to apply effective strategies aimed at the integration
of students with Attention Deficit Hyperactivity Disorder (ADHD) in the educational field, with
emphasis on the Physical Education subject, based on the experience gained during teaching practice
and evidence that these students show difficulties in maintaining attention, regulating their behavior,
and participating in group dynamics, circumstances that not only limit their active participation
during classes but also negatively impact their self-esteem and interpersonal relationships with their
peers.
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RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
54
The stated problem is exacerbated by the
absence of pedagogical teaching attention
adapted to the particularities of students with
Attention Deficit Hyperactivity Disorder
(ADHD) in the context of Physical Education
classes, being subject to methodologies that tend
to privilege group homogeneity, overlooking the
cognitive and behavioral diversity that
characterizes these students, who are regularly
labeled as restless, distracted, or undisciplined,
without considering that their behaviors respond
to specific neurobiological needs that demand a
differentiated instructional-educational approach.
Furthermore, the limited specialized training
of teachers and the lack of relevant didactic
resources increase the exclusion...
pertinence of their characteristics for the
research purpose, specifically the confirmed
diagnosis of Attention Deficit Hyperactivity
Disorder (ADHD), as well as belonging to the
same course and educational level, conditions
that guaranteed similarity in the intervention and
evaluation process. Additionally, three teachers
from the institution participated, who provided
logistical and pedagogical support during the
development of the study.
The development of this research was guided
by ethical principles aimed at protecting the
rights, dignity, and well-being of participants in all
phases of the process. Prior to the start, informed
consent was obtained from the legal guardians of
the students, after a clear and accessible
explanation of the objectives, procedures, risks,
and benefits of the study. At the same time, the
voluntary assent of the students was guaranteed,
recognizing and respecting their autonomy in the
decision to participate, assuming strict measures
to safeguard the confidentiality and preservation
of the identity of participants and the institution.
Materials and methods
The theoretical-level methods used to
comprehensively understand the inclusion of
students with ADHD in Physical Education
included several theoretical-level methods, such
as:
• The historical-logical method, which
allowed for the analysis of the evolution
of educational approaches on inclusion
and attention to diversity and contributed
to identifying the current foundations
guiding pedagogical intervention.
• The analysis-synthesis method, which
facilitated the organization of the
theoretical contributions reviewed in the
scientific literature, intertwining the
emotional, social, motor, and cognitive
dimensions that underpinned...
using a five-level Likert-type scale (1 = very
poor; 5 = excellent). Its application in this study
allowed for obtaining quantifiable data on
participation, interaction, motor adjustment, and
understanding of activities in students with
ADHD, facilitating a systematic evaluation of
progress.
Educational Inclusion Questionnaire in
Physical Education: This was applied during the
diagnostic phase and allowed for identifying the
initial levels of student participation, attention,
and motivation. The information obtained was
essential to establish the starting point of the
intervention.
Observation Checklist: This was used for
diagnosis and was based on a structured
observation method that allowed recording the
presence or absence of behaviors linked to
attention, self-regulation, and social interaction.
Open Interview with Teachers: This was
structured based on a quantitative evaluation
form designed to assess the inclusion process of
students in the Physical Education subject,
considering four fundamental dimensions for
their integral participation: emotional, social,
motor, and cognitive.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
55
This structure allows for obtaining a broad and
detailed view of student performance, especially
in game situations, group interaction, and
adaptation to the conditions typical of physical
activities.
Considering the document's scope, the interview
begins with general student data---such as
identification code (ID), gender, presence or
absence of special educational needs (SEN), and
age, in order to adequately contextualize the
information obtained. Subsequently, a five-level
Likert-type scale is presented, ranging from "Very
Poor" (1) to "Excellent" (5), used to rate each of
the indicators established in the evaluated
dimensions....
This form of rating ensures a systematic,
quantifiable, and comparable analysis between
dimensions, facilitating the generation of
conclusions about the student's level of inclusion
in the Physical Education class. The use of this
scale also allows for identifying strengths, areas of
opportunity, and possible support needs to favor
their full and equitable participation.
Mathematical-Statistical Methods
The data obtained through the Evaluation Form
and the other instruments were organized in an
Excel database. Measures of central tendency and
dispersion (mean and standard deviation) were
calculated for each evaluated dimension. The
distribution of results allowed for identifying
significant advances in the motor and social
dimensions, as well as in the academic-cognitive
and social scales. The cognitive, physical, and
teacher dimensions showed medium levels,
evidencing areas that require additional
strengthening through inclusive pedagogical
strategies.
Methodological Procedures.
The proposal based on a system of adapted
exercises using traditional Ecuadorian games was
developed in three phases, with a total duration
of eight weeks.
The application took place between August 19
and October 14, 2025. This period, included in
the first semester of the school year, allowed for
continuous and uninterrupted implementation.
The first week was dedicated to the initial
diagnosis, the following six weeks constituted the
central phase of applying the adapted exercises,
and the eighth and final week was dedicated to
the final evaluation and data collection to
compare results.
Phase 1 (Week 1): August 19 - 23,
2025 Diagnosis: included the application of the
questionnaire, the checklist, and the teacher’s
interview. This phase made it possible to
determine the initial levels of student
participation, attention, motivation, and
interaction.
Phase 2. Implementation: The exercise system
was implemented, incorporating activities aimed
at strengthening active participation, emotional
regulation, and social interaction among students
with ADHD.
Phase 3: Evaluation: The Quantitative
Evaluation Form was reapplied to compare initial
results with those obtained after the intervention,
allowing for an assessment of the system’s
impact.
Validation of the Proposal
Phase 2 (Weeks 2 to 7): August 26 – October 7,
2025. Implementation: The adapted exercise
system based on traditional Ecuadorian games
was implemented, structured into three stages:
warm-up, development, and reflective closure.
The activities included visual, auditory, and
rhythmic adaptations, along with short breaks
and positive reinforcement, promoting sustained
attention, cooperation, and self-control.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
56
skills and physical capacities through repetition and
adjustment of resources.
3. Inclusion and Collaboration: Includes group
interaction activities, alternating roles, and
collaborative dynamics to reinforce emotional
control, solidarity, and mutual understanding.
4. Simplified Resources: Uses simple and easily
accessible materials (cones, balls, hoops, and
cards) to ensure adaptability to different
environments and groups.
Description of the Adapted Exercise System:
The system consists of ten main exercises, each with
specific adaptations and a pedagogical rationale tailored to
the needs of ADHD.
Phase 3 (Week 8): October 8–14, 2025 – Evaluation:
Upon completion, the initial assessment tools were
readministered to compare pre- and post-intervention
results, highlighting improvements in student
participation, behavior, and perception of inclusion.
Results
Application and Purpose
The assessment tools were reapplied at the end of the
intervention (Phase 3: Evaluation) to measure the
system’s effectiveness. Results indicated a medium-to-
high trend across dimensions and scales of inclusion.
Table 2
Questionnaire Results
Category
Dimension /
Scale
Mean
(M)
SD
Resulting
Level
DDIPL
(Dimensions)
Emotional
3.49
0.52
Medium
Social
3.56
0.49
Medium
Motor
3.64
0.44
High
Cognitive
3.47
0.57
Medium
Inclusion
Scales
Academic-
Cognitive
3.67
0.60
High
Social
3.73
0.74
High
Emotional
3.65
0.68
High
Table 1.
System of Inclusive Exercises
Exercise
(Base Game)
Key
adaptations
Main Pedagogical
Objective
Jump Rhythm
(Hopscotch)
Visual and
auditory
stimuli,
active
pauses.
Enhance coordination
and sustained
attention.
Elastic
Challenge
Brief
instructions,
short
challenges,
group
cooperation.
Develop motor skills
and impulse control.
Secret
Mission
(Hide and
Seek)
Visual/audit
ory cues,
short time
frames.
Improve spatial
orientation and self-
regulation.
Chain Tag
Simple rules,
active
pauses,
teacher
guidance.
Promote teamwork
and hyperactivity
control.
Tag
Visual cues,
guided
preliminary
exercises.
Develop agility
and decision-
making.
RecyGolf
Color guides
and grouping in
hoops.
Improve hand-eye
coordination and
control.
Rhythmic
Broomstick
Duel
Rhythmic
movements
with objects.
Stimulate overall
coordination and
body rhythm.
The proposed exercise system is characterized
by its inclusive, versatile, and structured
approach, designed to address the specific
difficulties of attention, self-regulation, and
impulse control that students with attention
deficit hyperactivity disorder (ADHD) present
in Physical Education class. This approach
integrates playful dynamics based on traditional
games and specific activities to promote motor,
cognitive, and socioemotional development.
Design and Methodological Principles
The system is based on the following principles:
1. Versatility and Organization: Integrates
tasks aimed at maintaining participants'
sustained interest through variation of
stimuli.
2. Progressivity: Promotes gradual
advancement in the mastery of motor
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
57
Physical
3.42
0.57
Medium
Teacher-Related
3.47
0.63
Medium
Explicit Analysis of Progress (Scale 1 to 4)
The motor dimension reached a High level (M
= 3.64), with improvements in coordination and
precision.
The social dimension also recorded a High
level (M = 3.56), associated with greater
cooperation, coexistence, and participation.
The emotional (M = 3.49) and cognitive (M =
3.47) dimensions showed medium-high levels,
indicating progress, although it is recommended
to reinforce sustained attention and self-
regulation.
Results of the Observation Checklist
Purpose and General Comparison
The replication of the Checklist in Phase 3
demonstrated improvements in participation,
behavior, and the perception of inclusion when
compared to the initial diagnostic.
Tabla 3.
Checklist Results
Aspect Evaluated
Improvement Achieved
Attention
Greater concentration
due to clear structure and
pauses.
Impulse Control
Reduced impulsivity
with defined rules and
turn-taking.
Social Interaction
Increased participation,
empathy, and teamwork.
Global Synthesis of Findings
The results obtained through the mixed
methodology are organized according to the
diagnostic, application, and evaluation phases.
Overall, the data indicate that:
• The general trend of inclusion was medium-
high.
• The motor (M = 3.64) and social (M = 3.56)
dimensions stand out, as do the social (M =
3.73) and academic-cognitive (M = 3.67) scales.
Additional Specific Results:
• Concentration: Occasional distraction during
25%–75% of the time.
• Self-Regulation: Impulsive reactions in 25%–
75% of situations.
Teachers reported difficulties in sustained
attention, behavioral regulation, and group
integration, as well as insufficient specialized
training and adapted resources.
This allowed for contextualizing the educational
dynamics of the Fiscomisional Hermano Miguel
Educational Unit, located in an Amazonian
setting.
Impact of the Adapted Exercise System:
Cognitive and Behavioral Benefits.
The system promoted sustained attention, self-
regulation, and reduced impulsivity through clear
structures, multisensory stimuli, and active
breaks.
Motor Benefits:
Coordination, precision, and spatial orientation
were strengthened through playful activities.
Socio-emotional Benefits:
Traditional games fostered positive interaction,
empathy, emotional control, and collaborative
work.
Initial Diagnosis: Characterization:
Results of the Checklist in the Diagnosis:
• Concentration: Distraction 25–75% of
the time.
• Self-regulation: Occasional impulsivity in
25–75% of situations.
• Social Interaction: Absence in group
activities approximately 75% of the time.
Teacher Perception:
Teachers reported:
• Lack of specialized training.
• Scarcity of adapted pedagogical
resources.
• Difficulties with attention, behavior, and
integration of students with ADHD.
• Rarely, absence in group dynamics 75%
of the time.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
58
Post-Intervention Quantitative Analysis
(Record Sheet and Questionnaire)
Consolidated Results.
Table 4.
Post-Intervention Results
Category
Dimensio
n / Scale
Mean
(M)
SD
Resulting
Level
Dimensions
Emotional
3.49
0.52
Medium
Social
3.56
0.49
Medium
Motor
3.64
0.44
High
Cognitive
3.47
0.57
Medium
Inclusion
Scales
Social
3.73
0.74
High
Academic-
Cognitive
3.67
0.60
High
Emotional
3.65
0.68
High
Physical
3.42
0.57
Medium
Teaching
3.47
0.63
Medium
Interpretation
• Motor and Social Dimensions: High level,
reflecting improvements in cooperation
and motor execution.
Emotional and Cognitive Dimensions:
Medium level, with progress in emotional
regulation and understanding of rules
Post-Intervention Qualitative Evidence
Observed Results (Table 5)
Table 5. Qualitative Impact
Indicator
Impact
Concentration
and Attention
Significant improvement,
reduced distraction through
visual/auditory stimuli and
active breaks.
Self-Regulation
Notable reduction in
impulsivity due to clear
rules and planning
exercises.
Social
Interaction
Increased empathy,
teamwork, and emotional
control.
Triangulation of Results
The integration of quantitative and qualitative
data leads to the conclusion that:
1. The link between motor skills and social
integration was strengthened through
play.
2. Clear rules and multisensory stimuli
facilitated self-regulation.
3. The classroom environment became
more predictable and secure, reducing
anxiety and impulsivity.
The success of the process lay in adapting
the pedagogical environment, rather than
suppressing ADHD traits, demonstrating
the effectiveness of inclusive practices
based on Universal Design for Learning
(UDL).
Discussion
The results of this study highlight significant
progress in the inclusion of students with
Attention Deficit Hyperactivity Disorder
(ADHD) in Physical Education classes,
demonstrating that the implementation of an
adapted exercise system based on traditional
games can transform pedagogical practices into a
more equitable and diversity-respecting model.
It was observed that ADHD presents measurable
challenges in the school setting—as reflected in
the initial diagnosis with distraction levels
between 25%–75% of the time and limited
participation in cooperative activities—but that
the educational environment can be adapted to
promote the inclusion of these students in a safe
and holistic developmental setting. In this regard,
authors such as García and González (2022)
emphasize that students with attention deficit
hyperactivity disorder (ADHD) have specific
psychomotor development needs that require
differentiated pedagogical strategies, which aligns
with the results obtained through quantitative
evaluation, showing significant improvements.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
59
especially in the motor (M=3.64) and social
(M=3.73) dimensions.
Classroom observation revealed a shift from a
pedagogical practice focused on managing
disruptive behaviors toward an educational
approach that enhances abilities through specific
adaptations. This phenomenon has been reported
by other researchers, noting that teachers who
implement structured and predictable strategies
achieve better outcomes in including students
with ADHD (Martínez et al., 2023).
Regarding the results of teacher interviews, an
evolution in their perception of the participation
possibilities for students with ADHD was
noted—a situation also reported in other studies
(Fernández & López, 2021; Rodríguez et al.,
2022). These studies emphasize that specific
training in curriculum adaptations leads to more
planned and inclusive pedagogical responses.
The qualitative analysis of observations
revealed a transformation in student
participation, overcoming initial contradictions
between the desire to participate and self-
regulation difficulties, thanks to the
implementation of clear structures and visual
supports. This aligns with findings reported by
Thompson (2023) and Silva et al. (2022), who
found that students with ADHD can achieve
optimal levels of participation when provided
with appropriate supports and a predictable
environment.
Overall, these results reinforce the argument
presented by Hernández-Álvarez et al. (2024),
stating that true inclusion does not depend solely
on student characteristics but on the educational
environment’s capacity to generate diversified
strategies and meaningful participation
opportunities. Thus, the value becomes evident
from a transformation in teaching practice that
considers curricular adaptations, scaffolding
strategies, and effective communication that
acknowledges the characteristics of
neurodevelopment.
Expert Criterion Validation of the Adapted
Exercise System for Students with ADHD in
Physical Education Classes Using the Delphi
Method
The proposal "Adapted Exercise System for
Students with ADHD in Physical Education
Classes" was theoretically validated through
expert judgment using the Delphi methodology
(Hurtado de Mendoza Fernández, 2017). For this
process, a total of seven experts were selected
(Hurtado de Mendoza Fernández, 2017; Cruz
Ramírez & Martínez Cepena, 2019).
The Delphi method, as a structured and
systematic consultation technique, is widely used
for validating proposals and decision-making in
educational contexts. It is based on gathering
information through successive rounds of
anonymous expert opinions, with feedback
between phases and statistical analysis of the
responses to reach a consensus (Díaz Ferrer et al.,
2022; García Valdés & Suárez Marín, 2013; López
Gómez, 2018).
The experts were selected according to various
criteria to ensure the validity of the validation
process, with a total of seven experts chosen who
met the following requirements: third- and
fourth-level training in the area of Special
Education or Physical Culture, proven experience
working with students with ADHD, publications
on educational inclusion in Physical Education,
and at least five years of experience in the
educational system.
Additionally, the selection of the experts was
carried out according to the protocol described by
Cruz Ramírez and Martínez Cepena (2019) and
applied according to Marín-González et al.
(2021), the expert competence coefficient (k) was
calculated using the formula:
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
60
k = ½ (kc + ka)
where:
• (ka) is the expert’s argumentation or justification
coefficient (self-assessment)
• (kc) is the expert’s knowledge or information
coefficient regarding the problem addressed.
Table 6.
Evaluation Criteria for the System of Adapted
Exercises for Students with Attention Deficit
Hyperactivity Disorder (ADHD) in Physical
Education Classes Using the Delphi Method.
Criterion
Description
Relevance
Relevance of the exercise system to
the educational needs and
characteristics of students with
attention deficit hyperactivity
disorder (ADHD)
Clarity
Clear wording, logical coherence,
and understandable language
Internal
Consistency
Logical relationship between the
objectives, rationale, and
components of the system
Feasibility
Possibility of implementing the
system in a real school context
Adaptability
Ability of the system to be modified
according to the specific level and
needs of the students
Inclusiveness
Suitability for promoting equitable
participation in the subject of
Physical Education
Table 7.
Results of the expert evaluation of the System
of Adapted Exercises for Students with
Attention Deficit Hyperactivity Disorder
(ADHD) in Physical Education Classes using
the Delphi Method.
Indicators
Expert Ratings.
Students with ADHD
Sum
Mean
1
2
3
4
5
6
7
Relevance
5
5
5
5
5
5
5
35
5.0
Clarity
5
5
5
5
5
5
5
35
5.0
Coherence
Internal
5
5
5
5
5
5
5
35
5.0
Consistency
5
5
5
5
5
5
5
35
5.0
Adaptability
5
5
5
5
5
4
5
34
4.86
Inclusivity
5
5
5
5
5
5
5
35
5.0
Overall
Assessment
5
5
5
5
5
5
5
35
5.0
Total
244.9
4.98
The results of the expert validation demonstrate
a unanimous consensus regarding the quality and
applicability of the proposed system, with an
excellent overall rating (M=4.98). This supports
its implementation in diverse educational
contexts to promote the inclusion of students
with attention deficit hyperactivity disorder
(ADHD).
Conclusion
ADHD-type disorder alters the educational
experience of the subjects in the study within the
context of Physical Education. It becomes an
opportunity to refine traditional pedagogical
practices and promote cognitive and behavioral
diversity. In this context, teachers must shift their
perception towards a conception of stimulating
differences to employ appropriate specific
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
61
strategies, pedagogical sensitivity, and support that
strengthen the self-esteem and sense of belonging
of those who exhibit it.
In this educational-teaching context, it is evident
that the inclusion of students with ADHD in
Physical Education classes is conditioned by both
internal and external barriers linked to the lack of
methodological adaptations and limited specialized
teacher training. This situation requires a
reinterpretation of individual disabilities as a
mismatch of a pedagogical environment unable to
ensure meaningful participation.
The implementation of a system of adapted
exercises, structured around traditional
Ecuadorian games and based on the principles of
organization, progression, and inclusion,
represents an effective pedagogical resource for
promoting full participation and inclusion. This
has been demonstrated through Delphi method
validation, which not only confirmed the scientific
relevance but also the feasibility and
transformative potential of the proposal in real
educational contexts.
It is acknowledged that the success achieved with
the intervention reaffirms that inclusion does not
depend solely on the student's presence in the
classroom but is essentially supported by the
teacher's attitude and the pedagogical design
implemented.
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Conflict of Interest Statement: This confirms
that the authors have no conflicts of interest
regarding the publication of the manuscript's
content and its publication in RIAF.
Authorship Contribution Statement:
Nilton Joel Sánchez Aguirre, Licentiate:
Participated in the application of research
methods and instruments, the development of
the activity program, and its application and
implementation.
Ricardo Arencibia Moreno, PhD: Developed
the research methodology and managed tutoring
for the review and correction of the project.
Moyra Judith Velastegui Santander, Licentiate:
Developed the theoretical framework and
compiled the bibliographic references.
Giseya de la Caridad Maqueira Caraballo, PhD:
Conducted and systematized the search for
theoretical information. Developed the
discussion and conclusions of the study.
