O PAPEL DO PROFISSIONAL DE EDUCAÇÃO FÍSICA NA VIDA DO AUTISTA

Abstract

The present work aims to reflect on the development of the Physical Education Professional in the life of the autistic person, pointing out some laws that guarantee the right of students with special educational needs in the regular school system, in the municipal, state and private spheres, according to with the National Education Guidelines and Bases Law of 1986. A brief concept of social inclusion, special educational needs and integration is highlighted. For there to be truly inclusive education, it is essential that teachers seek training, improvement and continuing education, in order to mediate when receiving students with special educational needs, aiming at teaching that respects the differences and particularities of each individual. Autism is characterized by developmental abnormalities that occur before the age of three and last through an individual's lifetime. Among these abnormalities, three areas of development stand out: social interaction, language and communication, presence or repertoire of restricted, stereotyped and repetitive behaviors and interests. Physical education aims to stimulate psychomotor development and, as a fundamental principle, to awaken the creativity of educators, in addition to contributing to the student's integral training. Its purpose is to assist in physical, mental and affective development. With the regular practice of physical activity, children with Autism Spectrum Disorder (ASD) improve simple commands, providing an improvement in motor coordination and communication. This study aims to analyze the development of autistic individuals and the importance of physical activity for them. After the literature search, it could be seen that physical activity aimed at the autistic, together with the appropriate intervention method, leads to an improvement in the quality of life of these children.