The inclusion of students with ASD in physical education classes by professionals

Abstract

BACKGROUND: Inclusive education guarantees the right of every individual to regular education. At first, it is stated that ASD is a disorder that affects individuals in different ways, from mild to severe, in addition to unexpected deficits such as social communication, social interactions and behavior. Thus, in Physical Education classes, the teacher must provide physical activities that enable an attitude of respect, acceptance and solidarity, positively promoting inclusion.
OBJECTIVE: The objective of this study is to seek information about the inclusion of students with ASD in Physical Education classes, observing the professional scope, gathering knowledge that can help in the work of the Physical Education teacher through inclusion.
METHODS: The research was carried out using methods such as a bibliography review, with an exploratory nature, privileging the Scielo and CAPES platform, with refinement in works from the last five years.
RESULTS: According to the studies found in the research, Physical Education professionals, in general, report difficulties in working with students with ASD, such as lack of diagnosis and inadequate training, despite recognizing the importance of inclusion and the role of the professional in the process.
CONCLUSION: It is inferred, therefore, that many challenges encompass the inclusion of students with ASD in Physical Education classes and that the teacher is the main part in the process, however there are reports of the difficulties of working with the aforementioned public. Therefore, they point out the importance of continuing education and point out that the exchange of experiences and experiences between professionals with students with ASD can be a great tool.