Contribuição da educação física no atendimento educacional especializado para adolescente com transtorno do espectro autista: relato de experiência na educação básica

Abstract

The aim of this study was to demonstrate possibilities of intervention with physical exercise, within the scope of Specialized Educational Assistance (AEE) actions. The study was based on my experience report, as a Physical Education intern in the AEE actions and member of the Research Project on Physical Exercise for the population with ASD (PEFaut) from the Institute of Physical Education and Sport (Iefe) of the Federal University of Alagoas (Ufal). The research had the participation of a teenager with Autistic Spectrum Disorder (ASD) assisted by the AEE of a municipal educational institution, located in the Tabuleiro dos Martins neighborhood of the city of Maceió-Alagoas. The research was carried out in four phases: (1) contact with the adolescent's relatives for procedures recommended by the Research Ethics Committee; (2) application of ASD profile characterization scales to family members and physical assessment of the adolescent; (3) application of the Strength, Balance and Coordination Program and (4) construction of the report. The Childhood Autism Rating Scale (CARS) and the Autistic Traits Assessment Scale (ATA) were used to characterize the traits of autism; anthropometric measurements were evaluated (total body mass (kg), height (m) and Body Mass Index (BMI) (kg/m²)) and a field diary was created to record the application process of the training program. physical exercise. The intervention program consisted of strength, coordination and balance exercises, applied twice weekly, 30-minute interventions and 48 sessions. The results showed the collaboration of the family and the support offered to the adolescent's engagement in interventions with physical exercise, enabled the school to identify the importance of the actions of the Physical Education intern in the individualized educational plan of the adolescent with ASD. The instruments for characterizing the profile of the disorder enabled a more in-depth look at the real possibilities and needs of adolescents in the educational setting. The application of the Program's 48 interventions allowed a description of maladaptive behaviors, procedural and instrumental adaptations for adequate care for the adolescent, as well as a more collaborative and instructive communication with the family. Conclusively, it can be identified that Physical Education can be a specialized service within the scope of actions of Specialized Educational Assistance for adolescents with ASD in Basic Education. When the school and the university develop collaborative actions, they produce new practices and knowledge in serving the public with ASD. Other studies should be carried out in an attempt to expand programs based on physical exercise in the context of specialized educational services in the school environment for children with ASD and other special educational needs.