Playful strategy in the physical education class to generate inclusion in first-year high school students diagnosed with Asperger's syndrome

Abstract

Introduction: the central problem of this research derives from a student from the Carmen Mora Encalada educational unit, diagnosed with Asperger syndrome, an autism spectrum disorder that affects communication and socialization, however, despite having cognitive skills and enthusiasm to learn, the student faces difficulties in social interactions and in adapting to noisy or unpredictable environments. Objectives: This is why through this important work we plan to answer the research question: ¿Does the application of a strategy of playful games in the physical education class generate inclusion in first-year high school students diagnosed with Asperger syndrome?  Methodology: a mixed approach was used with theoretical and empirical methods and two elementary instruments such as the interview and observation sheet, which were applied to the student and the Physical Education teachers. Results: it was found that teachers perceive improvements in the participation and emotional well-being of students with Asperger syndrome as a result of the implementation of the playful games strategy. Conclusions: however, challenges persist in terms of cognitive, procedural and attitudinal skills that must be corrected. General area of ​​study: Education. Specific area of ​​study: Learning Disorders. Type of study: Original articles.