Physical Education as a Means of Social Inclusion for Individuals with Autism Spectrum Disorder Fabricio Pires Pinto, Bianca Ege, Daisy de Lima

Abstract

Autism spectrum disorder is an intellectual disability and school physical education can be a tool for including people with this disability in society. The purpose of this study was to evaluate 11 children with autism spectrum disorder, through a questionnaire for parents and teachers of physical education, verifying with the tabulation of the data the level of inclusion that physical education classes provide to these children, As a relevant participation of the individuals interviewed in physical education classes was demonstrated, according to the collected data, it is perceived a difficulty in adapting to the inclusion process of people with autism.