Impact of playful practices in the inclusion processes of students with autism spectrum disorders in physical education classes

Abstract

The research stems from the need to implement inclusive strategies tailored to the severity level of ASD, given the limited teacher training and scarce use of differentiated approaches. A mixed-methods approach with an exploratory sequential design was used. Participants included eight (8) students diagnosed with ASD (mild, moderate, and severe levels) and five (5) teachers. The instruments used included interviews, observation rubrics, and the BOT-2 Test to assess motor performance. Data collection enabled the identification of both institutional perceptions and the quantitative impact of the implemented strategies. The results show that play-based practices significantly support the participation and inclusion of students with mild and moderate ASD, with an overall "good" average in motor performance. However, students with severe ASD face greater barriers, highlighting the need for more personalized support. The study concludes that play-based methodology is effective for promoting inclusion in Physical Education, provided it is implemented with teacher training, adapted resources, and sensitivity to individual differences.