<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382020000400567</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702020v26e0063</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias Pedagógicas para o Aprendizado de Habilidades Motoras Grossas e Finas por meio da Educação Física: Intervenção em Estudantes com Deficiência Auditiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[Paulina Yesica OCHOA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Autonomous University of Baja California Faculty of Sports ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>4</numero>
<fpage>567</fpage>
<lpage>570</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000400567&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000400567&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000400567&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student&#8217;s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 &#916;% and 19.2 &#916;% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste estudo foi avaliar o efeito de um programa que utilizou estratégias pedagógicas para habilidades motoras grossas e finas de aprendizagem por meio da Educação Física em alunos com deficiência auditiva. Quinze estudantes com diagnóstico de deficiência auditiva, com idade de 7.7 ± .3 anos (homens n = 9 e mulheres n = 6), participaram de um programa de cinco meses de 40 sessões de Educação Física com estratégias pedagógicas para a aprendizagem da motricidade grossa e fina, na qual eles se comunicavam por meio da Língua de Sinais mexicana. O inventário de desenvolvimento de Battelle foi utilizado antes e depois do programa para medir testes de coordenação corporal, locomoção, habilidades motoras finas e habilidade perceptiva, que determinam os escores de habilidades motoras grossas e finas. A análise estatística foi realizada utilizando o teste t de Student para amostras relacionadas, relatando diferenças significativas no escore de habilidades motoras grossas (p = .001) e no escore de habilidades motoras finas (p = .001) antes e após a intervenção. A variação percentual foi de 21.1% e 19.2%, respectivamente. A participação por cinco meses em um programa de Educação Física influencia positivamente a coordenação de habilidades motoras grossas e finas em alunos com deficiência auditiva.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Hearing impairment]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Development of motor skills]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência auditiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento de habilidades motoras]]></kwd>
</kwd-group>
</article-meta>
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