Preparation of primary education teachers for inclusive physical and sports education towards the inclusion of pupils with autism spectrum disorder

Abstract

The aim of the research was to evaluate the preparation for inclusive physical and sports education (PSE) lessons with the inclusion of pupils with autism spectrum disorder (ASD) by primary education teachers. The qualitative nature of the research was applied. The research group consisted of five participants, one man and four women, who taught PSE at the primary level of education. A semi-structured interview was applied to collect research data, and for data analysis we used the method of qualitative content analysis. We found that the inclusion of a pupil with ASD in PE lessons does not significantly affect the preparation for teaching the PSE lessons by teachers in primary education. Teachers do not study information about this diagnosis in advance, they mostly know it roughly, they do not modify tools or equipment, they work with what they have at their disposal, they do not modify the explanation in any special way, except for more frequent application of demonstrations, nor do they seek special courses on the diagnosis of ASD. Most often, they apply modifications of activities for students with ASD in the form of individual assignments and the use of the help of a teaching assistant as part of their preparation for teaching.