Inclusion of students with autism in the Physical Education class at Mariana Grajales Primary School

Abstract

The presence of children, adolescents and young people with Autism Spectrum Disorder (ASD) in the school setting not only encompasses special education institutions. In recent years, there has been an increase in cases attending general education centers, either fully or partially. Although actions are being taken in our country to ensure the full inclusion of children with autism in these centers, the full potential of the subject of Physical Education is still not being utilized to achieve this goal. Therefore, implementing appropriate strategies to achieve this goal requires a thorough understanding of the behavior of students with this diagnosis in these classes. For this reason, the objective of this study is to understand how the educational inclusion of two students with ASD in the Physical Education classes of the Mariana Grajales elementary school in the Cerro municipality manifests itself. For this purpose, theoretical, empirical and statistical-mathematical methods were used such as: analysis-synthesis, induction-deduction, observation and descriptive statistics, including percentage calculation. The most relevant results are four observed indicators that help determine how students are included in classroom activities, providing the necessary elements to develop an appropriate intervention strategy in the future.