Curricular Adaptations for the Inclusion of Students with Autism Spectrum Disorders in Physical Education

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in the Physical Education class is an ongoing challenge. Objective: To propose a system of curricular adaptations to improve the process of inclusion of students with ASD in the Physical Education class. Methodology: The research followed a qualitative approach, based on classroom action research, including four stages. The study sample was selected intentionally, following the inclusion criteria established for the research, resulting in two cases of students with ASD as a direct unit of analysis. For the collection of information, the following techniques were used: interview, class observation and diary of emotions, which facilitated the collection of important information about the diagnosis, needs and abilities of students with ASD, observing the process of inclusion within the Physical Education class and knowing the students' feelings about inclusion. For the validation of the proposal, the socialization workshop and the pedagogical experience were used. Results: 1. It is possible to provide a system of curricular adaptations that promotes the inclusion of students with ASD in the Physical Education class. 2. A valuable didactic tool is provided containing concrete strategies and specific curricular adaptations that facilitate the pedagogical praxis related to inclusion. 3. It contributes significantly to the theoretical-practical enrichment related to the inclusion of students with ASD in the context of Inclusive Physical Education. Conclusions: The research is novel, pertinent and feasible. It proposes solutions adapted to the needs of students with ASD, allowing their needs and challenges to be identified. The characteristics of the proposal and its successful implementation in two case studies support its feasibility and applicability in a broader educational context.