Inclusive Physical Education for Students with Autism Spectrum Disorder (ASD): Analysis of Problems and Ways to Overcome Them
DOI:
https://doi.org/10.29038/2220-7481-2025-02-71-75Keywords:
inclusion, physical education, autism spectrum disorder, physical cultureAbstract
Relevance. Currently, the increasing number of children diagnosed with autism spectrum disorder (ASD), both worldwide and in Ukraine, necessitates the creation of appropriate conditions for the education and upbringing of such children in educational institutions at various levels. The education of children with autism is complicated by the specific characteristics of the disorder: a child with autism may not exhibit the same symptoms as other children with ASD and may display more or less pronounced manifestations. This requires specialists to study, develop, and implement innovative approaches and methodologies that take these features into account. Physical education contributes to the improvement of adaptive behavior and quality of life in children with autism spectrum disorders; however, the issues of its effective implementation and the rational addressing of tasks faced by teachers of students with ASD in general secondary education remain insufficiently resolved and are therefore highly relevant. Objective. The study aimed to identify the challenges of practical implementation of physical education in the educational process for students with ASD and to explore new organizational, methodological, and pedagogical approaches to enhance the effectiveness of physical education for children with ASD. Materials and Methods. The study employed theoretical analysis and synthesis of literature sources, as well as sociological research methods. Results. Analysis of recent scientific research on inclusive physical education confirms the relevance of the issue while also revealing a number of unresolved critical aspects regarding the physical education of children with autism spectrum disorders. Conclusion. Physical education is an integral part of the educational process for students with ASD, which is associated with various challenges arising from the diverse manifestations of the spectrum disorder. The practical strategies developed and proposed by teachers for conducting physical education lessons increase their effectiveness.
References
Hnatiuk, S. M., Nevedomska, Ye. O., & Bilyi, S. S. (2024). Efektyvnistʹ prohramy fizychnoyi terapiyi ditei iz rozladamy autystychnoho spektra [Effectiveness of a physical therapy program for children with autism spectrum disorders]. Fizychne vykhovannia, sport ta zdorov’ia liudyny: dosvid, problemy, perspektyvy: materialy XI Vseukrainskoi naukovo-praktychnoi onlain-konferentsii (Kyiv, December 12, 2024), 182–185 (in Ukrainian).
Hryhus, I. M., & Kruk, I. M. (2022). Sensorna intehratsiia ditei z rannim autyzmom [Sensory integration of children with early autism]. Reabilitatsiini ta fizkulturno-rekreatsiini aspekty rozvytku liudyny, 102–110 (in Ukrainian).
Kuzmenko, Yu. (n.d.). Nemaie dvokh odnakovykh liudei z RAS: shcho take autyzm ta yak dopomohty liudyni z nym adaptuvatysia [No two people with ASD are alike: What autism is and how to help a person adapt]. Suspilne novyny. URL: https://suspilne.media/714276-nemae-dvoh-odnakovih-ludej-z-ras-so-take- autizm-ta-ak-dopomogti-ludini-z-nim-adaptuvatisa/ (in Ukrainian).
Petrusenko, O. M. (2023). Udoskonalennia adaptyvnoi povedinky shkoliariv z rozladamy autystychnoho spektra pry vykorystanni prohramy priorytetnoho rozvytku koordynatsiinykh zdibnostei [Improving adaptive behavior of schoolchildren with ASD using a priority coordination development program] (PhD dissertation). Lviv (in Ukrainian).
Porodko, M. I. (2021). Korektsiia psikhomotornoho rozvytku ditei z rozladamy autystychnoho spektra zasobamy fizychnoho vykhovannia [Correction of psychomotor development of children with ASD through physical education] (PhD dissertation). Kyiv. URL: https://npu.edu.ua/images/file/vidil_aspirant/dicer/% D0%94_26.053.23/Porodko.pdf (in Ukrainian).
Semenova, N., Bodnar, I., & Bodnarchuk, O. (2023). Teoriia, metodyka ta orhanizatsiia fizychnoho vykhovannia ditei iz riznymy nozolohiiamy v zakladakh doshkilʹnoi ta zahalʹnoi serednʹoi osvity [Theory, methodology and organization of physical education for children with various nosologies in preschool and general secondary education institutions]. Lviv: LDUFK im. Ivana Bobersʹkoho (in Ukrainian).
Solovei, A., Yaroshyk, M., & Danylevych, M. (2025). Osoblyvosti inkliuzyvnoho fizychnoho vykhovannia uchniv z rozladamy autystychnoho spektra [Features of inclusive physical education of students with autism spectrum disorders]. Physical Culture and Sport: Scientific Perspective, 1(1), 371–378. https://doi.org/10. 31891/pcs.2025.1(1).50 (in Ukrainian).
Khamade, A. F., & Bodnar, I. R. (2020). Fizychna pratsiezdatnistʹ, fizychna pidhotovlenistʹ ta fizychna aktyvnistʹ shkoliariv z rozladamy autystychnoho spektra [Physical performance, physical fitness and physical activity of schoolchildren with autism spectrum disorders]. Sportyvnyi visnyk Prydniprovia, (1), 414–422. http://infiz.dp.ua/misc-documents/2020-01/2020-01-43.pdf (in Ukrainian).
Khanikiants, O. V., Sorokolit, N. S., & Semenova, N. V. (2021). Stan ta perspektyvy realizatsii inkliuzyvnoi osvity u fizychnomu vykhovanni shkoliariv [State and prospects of implementing inclusive education in physical education of schoolchildren]. Naukovyi chasopys Natsionalʹnoho pedahohichnoho universytetu imeni M. P. Drahomanova, (21), 186–193 (in Ukrainian).
Shevchuk, K., & Porodko, M. (2023). Rozvytok komunikatsii u ditei z rozladamy autystychnoho spektra pid chas zaniatʹ z ozdorovchoho spriamuvannia [Development of communication in children with autism spectrum disorders during health-oriented activities]. Aktualʹni pytannia humanitarnykh nauk, 66(3), 194–200. https://doi.org/10.24919/2308-4863/66-3-27 (in Ukrainian).
UNICEF Ukraina. (n.d.). U sviti zhyve blyzko 240 milʹioniv ditei iz invalidnistiu – svidchatʹ dani naipovnishoho statystychnoho analizu YUNISEF [Nearly 240 million children with disabilities live in the world – according to UNICEF’s most comprehensive statistical analysis]. URL: https://www.unicef.org/ukraine/press-releases/ copy-nearly-240-million-children-disabilities-around-world-unicefs-most (in Ukrainian).
Chiarotti, F., & Venerosi, A. (2020). Epidemiology of Autism Spectrum Disorders: A Review of Worldwide Prevalence Estimates Since 2014. Brain Sciences, 10(5), 274. https://doi.org/10.3390/brainsci10050274 (in English).
Hortal-Quesada, Á. R., & Sanchis-Sanchis. (2022). Autism Spectrum Disorder in Physical Education in Primary School: A Systematic Review. Apunts Educación Física y Deportes, 150, 45–55. https://doi.org/10.56 72/apunts.2014-0983.es.(2022/4).150.06 (in English).
Iliadis, I., & Apteslis, N. (2020). The role of physical education and exercise for children with Autism Spectrum Disorder and the effects on socialization, communication, behavior, fitness, and quality of life. Dialogues in Clinical Neuroscience & Mental Health, 3(1), 71–81. https://doi.org/10.26386/obrela.v3i1.178 (in English).
Kaplánová, A., Šišková, N., Grznárová, T., & Vanderka, M. (2023). Physical Education and Development of Locomotion and Gross Motor Skills of Children with Autism Spectrum Disorder. Sustainability, 15(1), 28. https://doi.org/10.3390/su15010028 (in English).
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
1.jpg)
