Strategies for Accommodating Autism Spectrum Disorder Students in General Physical Education
Running Head: STRATEGIES FOR ACCOMMODATING
Strategies for Accommodating Autism Spectrum Disorder Students in General Physical Education
Strategies for Accommodating Autism Spectrum Disorder Students in
General Physical Education This paper explores how to accommodate children with Autism Spectrum Disorder (ASD) in general physical education (GPE). For a long time now, children with ASD have been separated from regular classes. I believe every student with a disability has the right to participate with regular students, especially in physical education. Physical educators are using different strategies to accommodate students with ASD in their regular classes. Accommodating ASD students in GPE increases physical activity. This has shown to reduce stereotype behavior, increase appropriate responses and the potential for social interaction (Todd & Reid, 2006). Strategies for accommodating ASD students in GPE have caught my attention as a future physical education teacher because in my old high school, ASD students were not included in GPE. ASD students were mostly kept separated and away from the non-disabled students. The only time ASD students were around other students, was during their lunch period. As future physical educator, if there are any students with ASD or other disorders in my school, I will want them in my GPE class. From taking the courses Nature & Needs and Adapted Physical education at Manhattan College, I’ve learned to include and accommodate all students with disabilities in the least restricted environment. Including students with disabilities will create the opportunity for other students without disabilities to learn about different disabilities, to be fearless and to interact and becoming friends (Block & Brady, 1999). In this paper, I will discuss the definitions of autism, its causes and characteristics. Then, I will discuss the benefits of GPE v model. I will also talk about accommodating ASD students in GPE. Following will be
Strategies for Accommodating Autism Spectrum Disorder Students in General Physical Education
Strategies for Accommodating Autism Spectrum Disorder Students in
General Physical Education This paper explores how to accommodate children with Autism Spectrum Disorder (ASD) in general physical education (GPE). For a long time now, children with ASD have been separated from regular classes. I believe every student with a disability has the right to participate with regular students, especially in physical education. Physical educators are using different strategies to accommodate students with ASD in their regular classes. Accommodating ASD students in GPE increases physical activity. This has shown to reduce stereotype behavior, increase appropriate responses and the potential for social interaction (Todd & Reid, 2006). Strategies for accommodating ASD students in GPE have caught my attention as a future physical education teacher because in my old high school, ASD students were not included in GPE. ASD students were mostly kept separated and away from the non-disabled students. The only time ASD students were around other students, was during their lunch period. As future physical educator, if there are any students with ASD or other disorders in my school, I will want them in my GPE class. From taking the courses Nature & Needs and Adapted Physical education at Manhattan College, I’ve learned to include and accommodate all students with disabilities in the least restricted environment. Including students with disabilities will create the opportunity for other students without disabilities to learn about different disabilities, to be fearless and to interact and becoming friends (Block & Brady, 1999). In this paper, I will discuss the definitions of autism, its causes and characteristics. Then, I will discuss the benefits of GPE v model. I will also talk about accommodating ASD students in GPE. Following will be
References: American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders Block, M. E. (2000). A teacher 's guide to including students with disabilities in general physical education (2nd ed) Block, M. E., & Brady, W. (1999). Welcoming Children with Disabilities Into Regular Physical Education Blubaugh, N., & Kohlmann, J. (2006). TEACCH Model and Children with Autism. Teaching Elementary Physical Education,17(6) ,16-19. Janzen, J. E. (2003). Understanding the Nature of Autism: A Guide to the Autism Spectrum Disorders (2nd ed) PE Central. (2000). Autism Fact Sheet. Retrieved Decemer 2, 2006 from http://www.pecentral.com/adapted/factsheets/autismfactsheet.pdf Reid, G., & O’Connor, J. (2003). The autism spectrum disorder: Activity selection, assessment, and program organization Todd, T., & Reid, R. (2006). Increasing Physical Activity in Individuals With Autism. Focus on Autism and Other Developmental Disabilities, 21(3), 167-176. Ulrich, D. A. (2000). Test of Gross Motor Development (2nd ed). Austin, TX: Pro-ed. Wilson, C. H., & Lieberman, L. J. (2003). Strategies for teaching students with autism in physical education