INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN PHYSICAL EDUCATION CLASSES: A NARRATIVE REVIEW OF THE LITERATURE

Abstract

This study aims to reflect on the inclusion of students with Autism Spectrum Disorder (ASD) in Physical Education classes, with an emphasis on the role of the teacher and the strategies adopted to ensure the effective participation of these students in the school environment. To this end, a narrative review of the literature was carried out, seeking to analyze the challenges, potential and inclusive practices in the context of school Physical Education. The inclusion of students with ASD represents challenges today, especially in the educational sphere, requiring sensitive, reflective and adaptive action from teaching professionals. Topics such as the understanding of ASD, the relationship between Physical Education and the inclusion of these students and the teacher's duties in this process were addressed. The analysis shows that, although there have been advances in legislation and inclusive practices, there are still gaps in teacher training, in adapting activities and in developing effective strategies. The conclusion is that promoting inclusive Physical Education requires continuous training, institutional support and pedagogical practices that take into account the singularities of students with ASD.