Educação física inclusiva e autismo

perspectivas de pais, alunos, professores e seus desafios

Autores

  • André Schliemann Universidade Estadual de Campinas. Faculdade de Educação Física
  • Maria Luíza Tanure Alves Universidade Estadual de Campinas. Faculdade de Educação Física
  • Edison Duarte Universidade Estadual de Campinas. Faculdade de Educação Física

DOI:

https://doi.org/10.11606/issn.1981-4690.v34i0p77-86

Palavras-chave:

Autismo, Educação Física, Inclusão, Atividade física

Resumo

O presente artigo tem como objetivo discutir os desafios da inclusão de crianças e jovens com autismo nas atividades físicas e esportivas. Foi realizada uma revisão de estudos que tratavam das perspectivas de pais, alunos e professores acerca da inclusão de estudantes com deficiência e com autismo em atividades físicas e esportivas, tanto no contexto da escola quanto fora dela. O baixo nível de participação dos alunos com autismo nas atividades físicas e esportivas foi um tema recorrente observado nos estudos, além da necessidade de formação especializada dos professores de educação física para lidar com essa população. Por fim, foram apresentadas sugestões para a formação dos professores.

Downloads

Não há dados estatísticos.

Referências

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: American Psychiatric Association; 2013.

World Health Organisation. International Statistical Classification of Diseases and Related Health Problems, 11th Revision (ICD-11). Geneve: World Health Organisation; 2018.

Baio J, Wiggins L, Christensen D, Maenner M, Daniels J. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. Vol. 67, Surveillance Summaries. 2018.

Sun X, Allison C, Wei L, Matthews FE, Auyeung B, Wu YY, et al. Autism prevalence in China is comparable to Western prevalence. Mol Autism. 2019;10(1):1-19.

Lemcke S, Juul S, Parner ET, Lauritsen MB, Th orsen P. Early signs of autism in toddlers: A follow-up study in the danish national birth cohort. J Autism Dev Disord. 2013;43(10):2366-75.

Ferreira X, Oliveira G. Autismo e marcadores precoces do neurodesenvolvimento. Acta Med Port. 2016;29(3):168-75.

Fournier KA, Hass CJ, Naik SK, Lodha N, Cauraugh JH. Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord. 2010;40(10):1227-40.

Bhat AN, Landa RJ, Galloway JC. Current Perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Phys Ther. 2011;91(7):1116-29.

Whyatt C, Craig C. Sensory-motor problems in autism. Front Integr Neurosci. 2013;7(July):51.

Paquet A, Olliac B, Golse B, Vaivre-Douret L. Current knowledge on motor disorders in children with autism spectrum disorder (ASD). Child Neuropsychol. 2015;7049(October):1-32.

Molloy CA, Dietrich KN, Bhattacharya A. Postural stability in children with autism spectrum disorder. J Autism Dev Disord. 2003;33(6):643-52.

Graham SA, Abbott AE, Nair A, Lincoln AJ, Müller RA, Goble DJ. The influence of task difficulty and participant age on balance control in ASD. J Autism Dev Disord. 2015;45(5).

Doumas M, McKenna R, Murphy B. Postural control deficits in autism spectrum disorder: the role of sensory integration. J Autism Dev Disord. 2016;46(3).

Mache MA, Todd TA. Gross motor skills are related to postural stability and age in children with autism spectrum disorder. Res Autism Spectr Disord. 2016.

Fabbri-Destro M, Cattaneo L, Boria S, Rizzolatti G. Planning actions in autism. Exp Brain Res. 2009;192(3):521-5. 16. Gowen E, Hamilton A. Motor abilities in autism: a review using a computational context. J Autism Dev Disord.

;43(2):323-44.

Zachor DA, Ilanit T, Itzchak E Ben. Autism severity and motor abilities correlates of imitation situations in children with autism spectrum disorders. Res Autism Spectr Disord. 2010;4(3):438-43.

Gowen E. Imitation in autism: why action kinematics matter. Front Integr Neurosci. 2012;6(December):117.

Edwards LA. A meta-analysis of imitation abilities in individuals with autism spectrum disorders. Autism Res. 2014;7(3):363-80.

Papadopoulos N, Mcginley J, Tonge BJ, Bradshaw JL, Saunders K, Rinehart NJ. An investigation of upper limb motor function in high functioning autism and Asperger’s disorder using a repetitive Fitts’ aiming task. Res Autism Spectr Disord. 2012;6(1):286-92.

Liu T, Breslin CM. Fine and gross motor performance of the MABC-2 by children with autism spectrum disorder and typically developing children. Res Autism Spectr Disord. 2013;7(10):1244-9.

Vernazza-Martin S, Martin N, Vernazza A, Lepellec-Muller A, Rufo M, Massion J, et al. Goal directed locomotion and balance control in autistic children. J Autism Dev Disord. 2005;35(1):91-102.

Barrow WJ, Jaworski M, Accardo PJ. Persistent Toe Walking in Autism. J Child Neurol. 2011;26(5):619-21.

Accardo PJ, Barrow W. Toe Walking in Autism. J Child Neurol. 2015;30(5):606-9.

Sowa M, Meulenbroek R. Effects of physical exercise on Autism Spectrum Disorders: A meta-analysis. Res Autism Spectr Disord. 2012;6(1):46-57.

Baranek GT. Efficacy of sensory and motor interventions for children with autism. J Autism Dev Disord. 2002;32(5):397-422.

Schmitz Olin S, McFadden BA, Golem DL, Pellegrino JK, Walker AJ, Sanders DJ, et al. The effects of exercise dose on stereotypical behavior in children with autism. Med Sci Sports Exerc. 2017;49(5).

Srinivasan SM, Pescatello LS, Bhat AN. Current perspectives on physical activity and exercise recommendations for children and adolescents with autism spectrum disorders. Phys Ther. 2014;94(6).

Toscano CVA, Carvalho HM, Ferreira JP. Exercise effects for children with autism spectrum disorder: metabolic health, autistic traits, and quality of life. Percept Mot Skills. 2018;125(1).

Massion J. Sport et autisme. Sci Sports. 2006;21(4):243-8.

Groen MA, Whitehouse AJO, Badcock NA, Bishop DVM. Associations between handedness and cerebral lateralisation for language: a comparison of three measures in children. PLoS One. 2013;8(5).

Menear KS, Neumeier WH. Promoting physical activity for students with autism spectrum disorder: barriers, benefits, and strategies for success. JOPERD J Phys Educ Recreat Danc. 2015;86(3):43-8.

Obrusnikova I, Dillon SR. Challenging situations when teaching children with autism spectrum disorders in general physical education. Adapt Phys Activ Q. 2011;28(2):113-31.

Siebert EA, Hamm J, Yun J. Parental Influence on physical activity of children with disabilities. Int J Disabil Dev Educ. 2017;64(4):378-90.

Coakley J. The good father: parental expectations and youth sports. Leis Stud. 2006;25(2):153-63.

Garriguet D, Colley R, Bushnik T. Parent-Child association in physical activity and sedentary behaviour. Stat Canada - Heal Rep. 2017;28(82):3-11.

Columna L, Prieto L, Elias-Revolledo G, Haegele JA. Th e perspectives of parents of youth with disabilities toward physical activity: a systematic review. Disabil Health J. 2020;13(2):100851.

Lakes KD, Taylor-Lucas C, Radom-Aizik S, Goldberg WA, Donnelly JH, Abdullah MM, et al. Assessing parent perceptions of physical activity in families of toddlers with neurodevelopmental disorders: The parent perceptions of physical activity scale (PPPAS). Pediatr Exerc Sci. 2017;29(3).

Alexander MGF, Leather RC. Parents perspectives on appropriate sports programs for children with autism spectrum disorders. Palaestra. 2013;27(4):20-4.

Healy S, Marchand G, Williams E. “I’m not in this alone” the perspective of parents mediating a physical activity intervention for their children with autism spectrum disorder. Res Dev Disabil. 2018;83(March):160-7.

Gregor S, Bruni N, Grkinic P, Schwartz L, McDonald A, Thille P, et al. Parents’ perspectives of physical activity participation among Canadian adolescents with Autism Spectrum Disorder. Res Autism Spectr Disord. 2018;48.

Obrusnikova I, Miccinello DL. Parent perceptions of factors infl uencing after-school physical activity of children with autism spectrum disorders. Adapt Phys Act Q. 2012;29(1):63-80.

Rekaa H, Hanisch H, Ytterhus B. Inclusion in Physical Education: teacher attitudes and student experiences. A systematic review. Int J Disabil Dev Educ. 2019;66(1):36-55.

Tanure Alves ML, Grenier M, Haegele JA, Duarte E. ‘I didn’t do anything, I just watched’: perspectives of Brazilian students with physical disabilities toward physical education. Int J Incl Educ. 2018;0(0):1-14.

Arnell S, Jerlinder K, Lundqvist LO. Perceptions of physical activity participation among adolescents with autism spectrum disorders: a conceptual model of conditional participation. J Autism Dev Disord. 2018;48(5):1792-802.

Healy S, Msetfi R, Gallagher S. “Happy and a bit nervous”: the experiences of children with autism in physical education. Br J Learn Disabil. 2013;41(3):222-8.

Obrusnikova I, Cavalier AR. Perceived Barriers and Facilitators of Participation in After-School Physical Activity by Children with Autism Spectrum Disorders. J Dev Phys Disabil. 2011;23(3):195-211.

Stanish H, Curtin C, Must A, Phillips S, Maslin M, Bandini L. Enjoyment, barriers, and beliefs about physical activity in adolescents with and without autism spectrum disorder. Adapt Phys Act Q. 2015;32(4).

Schliemann A. Esporte e Autismo: Estratégias de ensino para inclusão esportiva de crianças com transtornos do espectro autista. Universidade Estadual de Campinas; 2013.

Lamb P, Firbank D, Aldous D. Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport Educ Soc. 2016;21(5):698-722.

Pacheco J, Alves MLT, Duarte E. A formação inicial de professores de educação física acerca da inclusão: um estudo diagnóstico no Chile. Rev Bras Educ Física Esporte. 2017;31(3):619-27.

Koh YH. A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism. Int J Incl Educ. 2018;22(8):839-55.

Beamer JA, Yun J. Physical educators’ beliefs and self-reported behaviors toward including students with autism spec-trum disorder. Adapt Phys Act Q. 2014;31(4):362-76.

Curtin C, Bandini LG, Perrin EC, Tybor DJ, Must A. Prevalence of overweight in children and adolescents with attention deficit hyperactivity disorder and autism spectrum disorders: a chart review. BMC Pediatr. 2005;5:48.

Curtin C, Jojic M, Bandini LG. Obesity in children with autism spectrum disorder. Vol. 22, Harvard Review of Psychiatry. 2014.

Memari AH, Kordi R, Ziaee V, Mirfazeli FS, Setoodeh MS. Weight status in Iranian children with autism spectrum disorders: Investigation of underweight, overweight and obesity. Res Autism Spectr Disord. 2012;6(1):234-9.

Hinckson EA, Dickinson A, Water T, Sands M, Penman L. Physical activity, dietary habits and overall health in overweight and obese children and youth with Intellectual disability or autism. Res Dev Disabil Multidiscip J. 2013;34(4):1170-8.

Wulf G. Attentional focus and motor learning: a review of 15 years. Int Rev Sport Exerc Psychol. 2013;6(1):77-104.

Schliemann A. Efeito do foco de atenção na aprendizagem motora de indivíduos com transtornos do espectro do autismo. Universidade de São Paulo; 2019.

Tse ACY. Effects of attentional focus on motor learning in children with autism spectrum disorder. Autism. 2019;23(2):405-12.

Sharer EA, Mostofsky SH, Pascual-Leone A, Oberman LM. Isolating visual and proprioceptive components of motor sequence learning in ASD. Autism Res. 2016;9(5).

Haswell CC, Izawa J, R Dowell LH, Mostofsky S, Shadmehr R, Dowell LR, et al. Representation of internal models of action in the autistic brain. Nat Neurosci. 2009;12(8):970-2.

Izawa J, Pekny SE, Marko MK, Haswell CC, Shadmehr R, Mostofsky SH. Motor learning relies on integrated sensory inputs in ADHD, but over-selectively on proprioception in autism spectrum conditions. Autism Res. 2012;5(2):124-36.

Schaaf RC, Lane AE. Toward a best-Practice protocol for assessment of sensory features in ASD. J Autism Dev Disord. 2015;1380-95.

Sparaci L, Formica D, Lasorsa FR, Mazzone L, Valeri G, Vicari S. Untrivial Pursuit: Measuring motor procedures learning in children with autism. Autism Res. 2015;(January):1-14.

Downloads

Publicado

2020-07-31

Como Citar

Schliemann, A., Alves, M. L. T., & Duarte, E. (2020). Educação física inclusiva e autismo: perspectivas de pais, alunos, professores e seus desafios. Revista Brasileira De Educação Física E Esporte, 34(Esp.), 77-86. https://doi.org/10.11606/issn.1981-4690.v34i0p77-86