THE INCLUSION OF AUTISTIC STUDENTS IN PHYSICAL EDUCATION CLASSES WITHIN BASIC EDUCATION: A SYSTEMATIC REVIEW
TL;DR
The analysis of the selected studies indicates the existence of research addressing the inclusion of students with Autism Spectrum Disorder (ASD) in Physical Education classes within elementary education, but there remains a notable need for studies that provide a more comprehensive examination of the methodological strategies that teachers can employ to create a genuinely inclusive school environment.
Abstract
ABSTRACT: Introduction: Autism Spectrum Disorder (ASD) is classified as a neurodevelopmental condition that significantly impacts individuals' behavior, communication abilities, and social interactions. Objective: To analyze the process of including students with Autism Spectrum Disorder (ASD) within the pedagogical practices of Physical Education teachers in basic education settings. Methodology: This study employs a systematic review conducted in adherence to the PRISMA guidelines. The literature search was carried out using databases such as the Coordination for the Improvement of Higher Education Personnel (CAPES), the Latin American and Caribbean Literature on Health Sciences (LILACS), and the ERIC platform. Results: The database searches yielded a total of 46 articles. Following the screening process, six articles met the established eligibility criteria and were subsequently selected for evaluation and critical analysis. Discussion: The analysis of the studies included in this systematic review revealed significant discussions and relevant insights concerning the inclusion of students with Autism Spectrum Disorder (ASD) in Physical Education classes within the context of basic education. Conclusions: The analysis of the selected studies indicates the existence of research addressing the inclusion of students with Autism Spectrum Disorder (ASD) in Physical Education classes within elementary education. However, there remains a notable need for studies that provide a more comprehensive examination of the methodological strategies that teachers can employ to create a genuinely inclusive school environment.