Inclusão de crianças autistas nas aulas de educação física escolar

Abstract

Introduction: Autism is a complex neurodevelopmental disorder that involves delays and impairment in the areas of social interaction and language, including a wide range of emotional, cognitive, motor and sensory symptoms. It affects areas of development such as communication, social interaction and generally associated with repetitive behaviors (stereotypies), being classified into support levels one, two or three. Objective: To verify whether school physical education includes children with autism spectrum disorder (ASD). Methodology: Bibliographic review research, with a qualitative nature, carried out by searching the Scientific Electronic Library Online (SciELO) and CAPES Periodicals Portal databases, considering scientific publications from the last ten years. The materials adopted to prepare the work were scientific productions such as original and review articles, dissertations and theses. A total of 40 studies were identified, of which four were selected and included in this research. Results: It is noted that physical education professionals do not feel prepared to establish inclusion and report difficulties in working with autistic children. It was verified in the literature that there is great difficulty also on the part of the school, and studies show that to include autistic children, the school needs to serve the entire community and any individual, being free from prejudice. Final considerations: From these studies it is possible to observe that the inclusion of people with ASD in schools and physical education classes does not happen, showing the lack of training of professionals, and at school. There are great difficulties in achieving inclusion, however, it is possible. Isolating students with autism from classes does not help them or facilitate activities within the classroom. Quite the contrary, these attitudes harm the student and do not add to the physical education professional's career, as currently the presence of people with autism spectrum disorder in schools. Inclusion is important, necessary and can contribute positively to the lives of the student, those around them and the physical education teacher, who will feel increasingly confident in their actions and interventions.