Exploring the Experiences of Children with ASD in Self-contained Physical Education: a Modified Scrapbooking Study

Abstract

The purpose of this study was to explore the meaning that students with autism spectrum disorder (ASD) ascribed to their experiences in self-contained physical education (PE) classes. Four participants with a primary diagnosis of ASD who attended a self-contained PE class in a separate public day school were purposively selected for this study. Data were collected through semi-structured interviews, observational field notes, and reflective notes. Methodological triangulation, researcher reflexivity, and peer debriefing were utilized to foster trustworthiness. After interview transcription, thematic development was conducted using a three-step analytic process. Overall, the participants’ experiences in PE were positive and meaningful, and four interrelated themes emerged from the data: “they case about my feelings”—teachers’ attitudes in PE; “my friends make it more meaningful”—importance of positive peer interactions; “we’d be all over the place”—the value of structured environments; and “oh, but the noise”—sensory considerations. The first theme highlighted participants’ descriptions of how their physical educators played a critical role in shaping their experiences. The second theme revealed the significance the participants ascribed to participating in PE with their peers. The third theme described accommodations within PE the participants attributed to a more enjoyable and successful PE experience. Finally, the fourth theme described the importance of considerations regarding sensory input for the participants. The themes highlight several contributing factors influencing participants’ positive PE experiences which should be considered by PE teachers to enhance the quality of education for students with ASD.