A EDUCAÇÃO FÍSICA NA INCLUSÃO DE CRIANÇAS COM TEA: reflexões sobre as aulas práticas escolares

Abstract

This work proposes to examine the inclusion of children with Autism Spectrum Disorder (ASD) in Physical Education classes, as well as to understand the role of School and Family in their integration and socialization. We present the problem of our research, which is: How to include children with Autism Spectrum Disorder in Physical Education classes? This problem is relevant to society because there is still a lot of prejudice related not only to this disorder, but to several others. For this understanding, this research uses bibliographic research to compose the content explored with the intention of bringing different voices that speak about the same theme. The theoretical references that will give us clues about the theme will be built based on the readings of Araújo (2009), Bernardo and Cavazotti (2017), Freitas (2002), Oliveira (2015) among others. Reading the works of these authors allowed us to perceive an analysis bias that seeks to show how the school inclusion of children with Autism Spectrum Disorder occurs. It was concluded with this study that the child who has Autism Spectrum Disorder can be included in Physical Education classes, taking into account that the teacher is able to deal with this situation and can work with different models of activities in order to help to develop all possible abilities of each child, always considering the individuality of each one.