Didactic strategy for teaching-learning and inclusion in adapted swimming for students with autism spectrum disorder
DOI:
https://doi.org/10.56200/mried.v4i12.10711Keywords:
Autism Spectrum Disorder, inclusive education, adapted swimmingAbstract
Including students with Autism Spectrum Disorder (ASD) in adapted aquatic activities represents a significant challenge within the educational field. In this context, the present study aimed to develop a didactic strategy designed to facilitate their participation and inclusion in swimming classes. To achieve this, a qualitative methodology was employed, based on a descriptive, non-experimental, and cross-sectional design that combined theoretical and empirical methods. Techniques such as interviews with teachers and legal guardians, as well as systematic observations, were applied. The sample was non-probabilistic and intentionally selected based on inclusion criteria, focusing on two case studies of students diagnosed with ASD with different levels of functional impairment. As a result, a didactic strategy was proposed for the teaching, learning, and inclusion of students with ASD in adapted swimming, which was validated through expert judgment. In conclusion, the study found that the effective inclusion of students with ASD in adapted swimming classes requires didactic planning that incorporates individual accommodations, specific visual supports, motivational stimuli, and a pedagogical sequence aligned with the functional abilities of each participant.
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