The research aimed to evaluate the effect of a pedagogical strategy based on folkloric dance on the participation, social interaction, and behavioral self-regulation of students with Autism Spectrum Disorder in Physical Education classes. The study adopted a mixed-methods approach with a pre-experimental design and purposive sampling composed of twenty-five students, three of whom had been diagnosed with ASD. Structured interviews, participant observation, field notes, and standardized tests were applied before and after an eight-week intervention based on traditional rhythms such as pasacalle and polka. The results, analyzed using the Wilcoxon signed-rank test, showed favorable changes in social interaction, group participation, communication, and reduction of repetitive behaviors. Likewise, the diagnostic process enabled the design of the proposal entitled “Inclusive Pedagogical Strategy Based on Folkloric Dance,” aimed at strengthening inclusion processes within Physical Education classes. It is concluded that structured rhythmic activities promoted behavioral self-regulation, motor synchronization, and the functional participation of students with ASD in inclusive school contexts.
The research aimed to evaluate the effect of a pedagogical strategy based on folkloric dance on the participation, social interaction, and behavioral self-regulation of students with Autism Spectrum Disorder in Physical Education classes. The study adopted a mixed-methods approach with a pre-experimental design and purposive sampling composed of twenty-five students, three of whom had been diagnosed with ASD. Structured interviews, participant observation, field notes, and standardized tests were applied before and after an eight-week intervention based on traditional rhythms such as pasacalle and polka. The results, analyzed using the Wilcoxon signed-rank test, showed favorable changes in social interaction, group participation, communication, and reduction of repetitive behaviors. Likewise, the diagnostic process enabled the design of the proposal entitled “Inclusive Pedagogical Strategy Based on Folkloric Dance,” aimed at strengthening inclusion processes within Physical Education classes. It is concluded that structured rhythmic activities promoted behavioral self-regulation, motor synchronization, and the functional participation of students with ASD in inclusive school contexts. Read More