Experiences of physical education teachers at high schools with the inclusion of students with autism spectrum disorder

Abstract

The aim of the study was to examine the experiences of physical and sports education (PE) teachers at high schools with the inclusion of students with autism spectrum disorders (ASD), to identify barriers and specificities of inclusive education and to formulate recommendations for the successful implementation of inclusive practice. The research was carried out using a qualitative design through semi-structured interviews with PE teachers working at high schools (n=4) who had experience with educating students with ASD. The data obtained were analyzed using thematic analysis. PE teachers at high schools perceived the inclusion of students with ASD mostly positively and emphasized its benefits for the development of tolerance, social sensitivity and social inclusion of students. According to them, inclusion does not usually reduce the quality of PE teaching if the teacher knows the individual needs of the student and has sufficient experience. The most significant specificities included the need to respect routines, preferences and predictability of the environment. The most challenging area was considered to be team sports and activities requiring intensive social interaction. Participants also emphasized the importance of an individual approach, cooperation with parents and teachers, pedagogical flexibility and knowledge of the needs of a particular student. They perceived teaching assistants as a beneficial, but not essential, part of inclusive PE. The results indicate that the successful inclusion of students with ASD in PE is conditioned by the positive attitude of the teacher, his ability to respond flexibly to the individual needs of the student and effective cooperation between all actors of the educational process. The findings may contribute to improving the quality of teacher training and the creation of support measures for inclusive PE in high schools.