Resumen

FIORINI, Maria Luiza Salzani  y  MANZINI, Eduardo José. STRATEGIES FOR THE PARTICIPATION OF STUDENTS WITH AUTISTIC SPECTRUM DISORDER IN PHYSICAL EDUCATION CLASSES. Revista Teias [online]. 2021, vol.22, n.66, pp.124-137.  Epub 06-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.56939.

Regarding inclusive education of students with Autism Spectrum Disorder (ASD) in general Physical Education, there is a large body of information concerning Physical Education teachers’ (PETs) difficulties, as well as what teachers could do when there is a student with ASD in class. However, little is known about the strategies that PETs adopt concerning these students. Thus, the objective was to identify and describe the strategies of Physical Education teachers to promote the participation of students with Autism Spectrum Disorder in regular classes. Three Elementary School PETs (1st to 5th grade) and the respective class, which had a student with ASD, participated in the study. Four physical education lessons were filmed in each class. Filming was analyzed based on microgenetic analysis. The PETs used four types of strategies: 1) Actions that precede teaching, for the purpose of positioning the student or the class; 2) Explanation and support during activities, such as explaining the activity, assisting the student, and setting limits; 3) what arises from Student Actions, such as, respecting the rules established together; and 4) Student Emotional Behavior, more precisely to deal with the student's emotional instability and frustrations with ASD. It can be concluded that the strategies used by the PETs changed through interaction with students. In certain situations, one strategy was sufficient, but in others, two or more strategies were necessary. The strategies that precede the teaching always preceded Explanation and Support during activities. Moreover, Student Emotional Behavior strategies presented sequential actions: to identify why the student presented that behavior; motivate the student to participate; respect the student's will in not wanting to participate for a period of class; motivate again.

Palabras clave : autism spectrum disorder; physical education; strategies; action..

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