AUTISM SPECTRUM DISORDER AND SCHOOLAR PHYSICAL EDUCATION: SISTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.36311/2674-8681.2021.v22n1.p175-194Keywords:
Adapted Motor Activity, Schoolar physical Education, AutismAbstract
The study aimed to analyze scientific production about the interface between Autism Spectrum Disorder (ASD) and Physical Education un the school context in a international perspective. A systematic literature review involving ASD and Schoolar Physical Education was performed. The research involved scientific articles that was published in the Medline, LILACS, Scopus, SciELO e Web of Science databases since 1980s to December 2019. It was selected 17 articles which were submitted to thematic analysis. It was generated three categories: a) The environment and its sound and sensory stimulus of students with ASD during PE classes; b) The interaction of students with ASD during PE classes; and c) Strategies for spatial and temporal organization during PE classes with students with ASD. The results demonstrated the difficulty of Physical Education (PE) teachers in including these students in their classes and the need to reduce external stimuli in PE classes to assist in the concentration of students with ASD. However, the importance of physical activity in improving concentration and decreasing anxiety was verified.
Received on: 2020/11/10
Reformulated on: 2021/01/14
Accepted: 2021/01/14
References
BEAMER, J. A.; YUN, J. Physical Educators’ Beliefs and Self-Reported Behaviors Toward Including Students with Autism Spectrum Disorder. Adapted Physical Activity Quarterly, v. 31, n. 4, p.362-376, out. 2014.
BETTI, M. Ensino de primeiro e segundo graus: Educação Física para quê? Revista Brasileira de Ciências do Esporte, Belém, PA, v. 13, n. 2, p. 282-287, janeiro de 1992.
BETTI, M.; ZULIANI, L. R. Educação Física Escolar: uma proposta de diretrizes pedagógicas. Revista Mackenzie de Educação Física e Esporte, Bauru, SP, junho de 2002, p. 73-81. Disponível em: <http://editorarevistas.mackenzie.br/index.php/remef/article/view/1363/1065>. Acesso em 02 dez. 2017.
BLAGRAVE, J. Experiences of children with autism spectrum disorders in adapted physical education. European Journal of Adapted Physical Activity. v. 10, n. 1, p. 17-27, 2017.
BOSA, C. Autismo: uma breve revisão de diferentes abordagens. Psicologia, reflexão e crítica. Porto Alegre, RS, vol. 13, 2000. Disponível em: <http://www.lume.ufrgs.br/handle/10183/107464>. Acesso em: 03 dez. 2017.
BRASIL. Constituição da República Federativa do Brasil - atualizada até a Emenda Constitucional nº 96, de 6 de junho de 2017, São Paulo, p. 15 – 216, setembro de 2017.
BRASIL. LDB - Lei de diretrizes e bases da educação nacional: Lei nº 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional. Brasília, DF, 8 de junho de 2016, 12 ed.
BRASIL. Parâmetros curriculares nacionais. Adaptações curriculares. Brasília: MEC, 1997.
BRASIL. Política nacional de educação especial na perspectiva da educação inclusiva. Brasília, janeiro de 2008
Ok BRAUN, V.; CLARKE, V. Using thematic analysis in psychology. Qualitative Research in Psychology, v. 3, n. 2, p. 77-101, 2006.
CATELLI, C. Q.; ASSIS, S. B.; D’ANTINO, M. E. O Transtorno do Espectro Autista e a Educação Física Escolar: A Prática do Profissional da Rede Estadual de São Paulo. Investigação Qualitativa em Educação. v. 1, p. 88-97, jul. 2016. Disponível em: <https://proceedings.ciaiq.org/index.php/ciaiq2016/article/view/592/581>. Acesso em 06 de agosto de 2018.
COSTA, A. B.; ZALTOWSKI; A. P. C. Como escrever um artigo de revisão sistemática. In: KOLLER, S. H.; COUTO, M. C. P. P.; HOHENDORFF, J. V. (org.). Métodos de pesquisa: manual de produção científica. Porto Alegre: Penso, 2014. p. 55-70.
DSM-5. Manual diagnóstico e estatístico de transtornos. Porto Alegre: Artmed, 2014.
FIORINI, M. L. S.; MANZINI, E. J. Dificuldades e Sucessos de Professores de Educação Física em Relação à Inclusão Escolar. Revista Brasileira de Educação Especial, v. 22, n. 1, p.49-64, mar. 2016.
GADIA, C. A.; TUCHMAN, R.; ROTTA, N. T. Autismo e doenças invasivas de desenvolvimento. Jornal de Pediatria. Porto Alegre, RS, 2004, p. 83 – 94. Disponível em: <http://www.scielo.br/pdf/jped/v80n2s0/v80n2Sa10>. Acesso em: 03 dez. 2017.
HEALY, S.; MSETFI, R.; GALLAGHER, S. ‘Happy and a bit Nervous’: the experiences of children with autism in physical education. British Journal of Learning Disabilities, v. 41, n. 3, p.222-228, 7 ago. 2013.
HOLLERBUSCH, R. M. S. L. O Desenvolvimento da Interação Social das Crianças com Alteração do Espectro do Autismo. 2001. 186 p. Dissertação - Faculdade de Ciências do Desporto e de Educação Física da Universidade do Porto, out. 2001.
KWEE, C. S.; SAMPAIO, T. M. M.; ATHERINO, C. C. T. Autismo: uma avaliação transdisciplinar baseada no programa TEACCH. Revista CEFAC, v. 11, 2009.
LAMB, P.; FIRBANK, D.; ALDOUS, D. Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education And Society, v. 21, n. 5, p.698-722, 6 ago. 2016.
LEBOYER, M. Autismo infantil e modelos. 2 ed. Campinas, SP: Papirus, 1995.
LEE, J.; HAEGELE, J. A.; CHANG, S. H. Satisfaction of Parents of Children with Autism Spectrum Disorder Toward Physical Education. Research quarterly for exercise and sport. v. 74, p. 715–729, 2017.
MAHER, A. J. ‘We’ve got a few who don’t go to PE’. European Physical Education Review, v. 23, n. 2, p.257-270, 20 maio 2017.
MOHER, D. et al. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, PubMed, v. 151, p. 264–269, 2009.
NABEIRO, M.; SILVA, F. C. T. Atividade Física e Transtorno do Espectro Autista. In: Atividade Física Adaptada: qualidade de vida para pessoas com necessidades especiais. (4 ed.). Barueri: Manole, 2019, p. 97-122.
OBRUSNIKOVA, I.; DILLON, S. R. Challenging Situations When Teaching Children with Autism Spectrum Disorders in General Physical Education. Adapted Physical Activity Quarterly, v. 28, n. 2, p.113-131, abr. 2011.
ORGANIZAÇÃO DAS NAÇÕES UNIDAS NO BRASIL. Rejeitar pessoas com autismo é ‘um desperdício de potencial humano’, destacam representantes da ONU. Disponível em:<https://nacoesunidas.org/rejeitar-pessoas-com-autismo-e-um-desperdicio-de-potencial-humano-destacam-representantes-da-onu/>. Acesso em: 03 dez. 2017.
PAN, C. et al. Physical activity during the segmented school day in adolescents with and without autism spectrum disorders. Research In Autism Spectrum Disorders, v. 15-16, p.21-28, jul. 2015.
PAN, C. School Time Physical Activity of Students with and without Autism Spectrum Disorders during PE and Recess. Adapted Physical Activity Quarterly, v. 25, n. 4, p.308-321, out. 2008.
PAN, C.; TSAI, C.; HSIEH, K. Physical Activity Correlates for Children With Autism Spectrum Disorders in Middle School Physical Education. Research Quarterly For Exercise And Sport, v. 82, n. 3, p.491-498, set. 2011.
QI, J.; WANG, L. Social interaction between students with and without disabilities in general physical education: a Chinese perspective. Physical Education And Sport Pedagogy, v. 23, n. 6, p.575-591, 12 jun. 2018.
RUTKOWSKI, E. M.; BRIMER, D. Physical Education Issues for Students With Autism: School Nurse Challenges. The Journal of School Nursing, v. 30, n. 4, p.256-261, 6 set. 2013.
SCHLEIEN, S. J.; HEYNE, L. A.; BERKEN, S. B. Integrating Physical Education to Teach Appropriate Play Skills to Learners with Autism: A Pilot Study. Adapted Physical Activity Quarterly, v. 5, n. 3, p.182-192, jul. 1988.
SCHULTHEIS, S. F.; BOSWELL, B. B.; DECKER, J. Successful Physical Activity Programming for Students with Autism. Focus On Autism And Other Developmental Disabilities, v. 15, n. 3, p.159-162, ago. 2000.
WARD, P.; AYVAZO, S. Classwide Peer Tutoring in Physical Education: Assessing Its Effects as an Inclusion Strategy with Kindergartners with Autismn. Adapted Physical Activity Quarterly, v. 23, n. 3, p.233-244, jul. 2006.
