s and sign languages, the analysis of the activity considering the feedback from the deaf children, as many studies were done with the physical education teacher. Studies may also compare the efficacy of an activity done with the deaf students by a bilingual teacher or a non-bilingual one. In parallel more training for physical education teachers to acquire knowledgement and skills, besides the motivation to follow in inclusion is also needed.

Importantly, this review presents considerations about the benefits of physical education for deaf students with practical significance in disseminating information to physical education teachers and other people who are interested in this theme, which may contribute to inclusion; the limitations are the few studies in this theme and the lack of more profound evaluation of the strategies to guarantee inclusion in physical education classes, as most of the studies are only reporting the modifications done. Adapted physical education can be used to motivate and stimulate deaf students to perform social interaction with other students and vice-versa. Thus, physical education classes for these students should allow a differentiated instruction, and the knowledge of sign language by their teachers is essential to achieve a direct communication within this public, creating a true inclusive environment.


We thank to FAPERJ, CAPES, and CNPq for the fellowships and financial support.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.


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