Didactic Strategy for the Inclusion in Physical Education of Students with Autism Spectrum Disorder

Abstract

Inclusion in Physical Education, especially of students with Autism Spectrum Disorder, implies adapting teaching-learning methodologies, activities, resources and forms of evaluation. The objective of the research was to design a didactic strategy for the inclusion of students with Autism Spectrum Disorder in Physical Education. Its development was located in an educational unit of Loja, Ecuador, following three phases: diagnosis, design and application-validation, under a qualitative approach methodology, based on a case, with a non-experimental design, cross section

descriptive scope accompanied by theoretical and empirical methods and techniques such as the observation and interview form. The sample was non-probabilistic and intentional, selecting by convenience a student with Autism Spectrum Disorder grade II. As a result, the design of the didactic strategy was achieved, which was conformed in four phases including six adapted activities conformed in title, objective, methodological description, adaptations and resources. The validation was carried out through a pedagogical experience which allowed the partial implementation of the proposed didactic strategy. It is concluded that the didactic strategy had a favorable impact on the progressive improvement of the inclusion process of the student unit of analysis, contributing to improve the performance of the Physical Education teacher.