This is an outdated version published on 2021-04-05. Read the most recent version.

KNOWLEDGE ABOUT MOTOR BEHAVIOR AND ATTITUDES OF PHYSICAL EDUCATION TEACHERS FACE THE INCLUSION OF STUDENTS WITH ASD

Authors

Simara Regina de Oliveira Ribeiro Universidade Federal de Minas Gerais https://orcid.org/0000-0003-4330-5261
Pablo Henrique da Silva Martins Universidade Federal de Minas Gerais https://orcid.org/0000-0001-8473-5490
Isabelle Rodrigues Rodrigues Nery Universidade Federal de Minas Gerais https://orcid.org/0000-0003-1717-291X
Izabella de Souza Sales Universidade Federal de Minas Gerais https://orcid.org/0000-0002-3814-5008
Athos Matheus de Paula Borges Universidade Federal de Minas Gerais https://orcid.org/0000-0002-0409-6105
Lidiane Aparecida Fernandes Universidade Federal de Juiz de Fora - Campus Avançado de Governador Valadares https://orcid.org/0000-0001-8909-1612
Guilherme Menezes Lage Universidade Federal de Minas Gerais http://orcid.org/0000-0001-8296-3676

DOI:

https://doi.org/10.36311/2674-8681.2021.v22n1.p143-162

Keywords:

Adaptded Motor Activity, Autistic Spectrum Disorder, Motor Behavior, School Physical Education

Abstract

Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments related to communication, social interaction and development. Children with ASD also show motor delays at an early age, with these persisting throughout life. When we deal with the school inclusion process of children with ASD, we directly fall on the role of the teacher, since he is the main responsible and mediator of the students' learning. Thus, the objective of the study was to evaluate the knowledge about Motor Behavior and attitudes of school Physical Education teachers towards the inclusion of students with ASD. 23 physical education teachers who work in Basic Education in Belo Horizonte participated in the study. Two questionnaires were used, the first being elaborated for this research, composed of 26 questions: 11 for the characterization of the sample; 9 on the theme of motor behavior; 3 on the diagnostic characteristics of TEA and 3 on inclusive education, and the second, in which part of the Questionnaire NEEEFA - Special Educational Needs Adapted Physical Education was used, composed of 21 questions related to the attitudes of physical education teachers towards inclusion. Given the findings of this study, the unpreparedness of physical education professionals in teaching students with ASD was evidenced. It is also perceived the need for advances in the contents developed in the initial training of physical education teachers, in addition to the need for continuing education with the purpose of adapting to the new educational realities and specificity of atypical populations.

Received on: 2021/01/01

Reformulated on: 2021/02/03

Accepted: 2021/02/09