Abstract
School-age children with autism spectrum disorder (ASD) are rarely asked to describe their experiences within the programs that they receive and are largely missing from the narrative of their own lives. Current literature on the experiences of children with ASD have focused on special education classrooms, sensory perceptions, and general physical education classes and no prior studies have addressed how middle school-age children with ASD perceive their adapted physical education (APE) experience. Data were collected from participants (N = 10) through a drawing, an observation in their APE setting, and an interview. Themes identified were enjoyment in participation, the influence of peers and family members in participation, and the sensory experience of APE. Children with ASD were able to communicate their experiences in adapted physical education settings services and the barriers and facilitators that exist both in class instruction and transfer of the skills learned into everyday movement experiences.
Highlights
Autism spectrum disorder (ASD) is a developmental disability that affects 1 of every 68 children in the United States (Centers for Disease Control and Prevention [CDC], 2015)
To demonstrate conformability in the study, detailed notes were kept, as well as raw data, drafts, and journals. Participants discussed their experiences in adapted physical education (APE), and three themes were identified as a shared experience: enjoyment in participation, the influence of peers and family members in participation, and the sensory experience of APE
Enjoyment in Participation Participants shared positive sentiments of both their APE experience and physical activity, and all participants reported some positive aspect of their time in APE
Summary
Autism spectrum disorder (ASD) is a developmental disability that affects 1 of every 68 children in the United States (Centers for Disease Control and Prevention [CDC], 2015). Researchers often ask teachers, parents and instructional aids about their experiences with teaching students with ASD but not the individuals themselves (Carter et al, 2014; Schultz, Sreckovic, Able, & White, 2016; Syriopoulou-Delli, Cassimos & Polychronopoulou, 2016). This is one way to examine the how individuals with ASD perceive an experience. Limited studies have examined how children with ASD view their school experience – whether it is inclusion (placements in a typical classroom) or a specialized service [such as adapted physical education (APE)]. 12 children with ASD who were receiving PE services were interviewed in focus groups and shared themes of individual challenges, peer interactions and exclusion
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