Institute of Human Kinetics

College of Education
Visayas State University
Visca, Baybay City, Leyte

A Topic Outline
In partial fulfillment of the course requirement in MAPEH 119, Special Education for
MAPEH

Submitted by:

KEVIN R. SUMAYANG
BSEd-IV MAPEH

Submitted to:

Dr. ALELI A. VILLOCINO

Course Professor

March 2019
AUTISM
 means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age 3 that adversely
affects a child’s educational performance.
 One characteristics often associated with autism are engagement in repetitive activities
and stereotyped movements, resistance to environmental change or daily routines, and
unusual responses to sensory experiences. The term does not apply if a child’s
educational performance is adversely affected primarily because the child has an
emotional disturbance. (IDEA, Part B).

Types of Autism
A. Autistic Disorder
 Is the full syndrome within the autism spectrum. Is often abbreviated to “autism”. Most
people with autism also have a learning disability. Yet even persons with average
intelligence may have autism. This is often referred to as high-functioning autism or a
high-functioning person with autism, which is a more correct term (Gillberg, 2000).
B. Asperger’s Syndrome/ Asperger’s Disorder
 Is an autism in person with average or above average intelligence without the severe
linguistic difficulties seen in autism (Gillberg, 2000).
C. Pervasive Developmental Disorders NOS
 “Not otherwise Specified”
 A typical autism that are often used as symptoms. These diagnoses mean that the person
does that fulfill all the criteria or Asperger’s syndrome, but nonetheless has the serious
difficulties of a similar nature.

What causes autism?

 Autism is behaviorally-defined condition, but is caused by a number of different known
and unknown biologically brain dysfunctions that affect the developing brain’s ability
to handle information (Zander, 2004).
 Environmental factors
 Medical causes
 Neurological, genetic, and metabolic abnormalities

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  Historically opinion explains that autism is reflected from a lack of appropriate
socialization and loving behaviors from the mother (Mastropieri, 2004).
 Psychological differences
 Begins very early in the embryonic development of a child

What can be done?

 Early identification, assessment and diagnosis are the first step. The next step is to
provide accurate information for, and education of parents and other concerned person
as possible.

Support Services

1. Assistive Communication Devices

2. Speech-generating devices that can help build language in school children with autism

Adaptive Physical Education Activities

1. Walking/Hiking
2. Bike riding (Type of bike will depend on ability/balance levels)
3. Swimming: An excellent low impact activity that can benefit students in a variety of
health-related ways.
4. Activities that require the use of their senses.
5. Many autistic children like deep pressure that helps them relax. Weighted
backpacks/vest can help provide this deep pressure.
6. Determine the physical activity interests of the learners and incorporate those activities,
particularly those that promote vestibular, and tactile stimulation.

Contraindicated Activities

1. Physical education classes held in a loud and/or bright environment and classes with
too much stimuli within the environments with excess equipment (Block, 2003).
2. Activities that require physical contact.

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 3. Lesson spending too much time on a single activity and not providing enough choices
(Block, 2003).

Recommended Effective Teaching Strategies

 Use picture exchange communication system (PECS)

 Use visual schedule to help child predict what will occur during the day
 Use teaching stations and/or ample visual aids during activities
 Provide ample practice time/repetitions with a high success rate
 Show enthusiasm while teaching
 Establish predictable routines within the lessons
 Vigorous aerobic exercises may help keep students on task
 Use selected sensory stimulation to increase attention span
 Create a highly structured environment that is organized and predictable (e.g., warm-
up, demonstration, activity)

Modified Physical Education Activities

 Balance puzzles activity

 Balloon-scarf seated activities
 Basic Motor skills
 Basketball golf
 It’s in the cards
 Jumping Rope
 Kickball Variations

References:

Gillberg, C., & Coleman, M. (2000). The Biology of the autistic syndromes (3rd ed.). London:
Mac Keith Press.

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Grandin, T. (1995). Thinking in pictures: And other reports of my life with autism. New York:
Doubleday.

Gray, C., & Garand, J. (1993). Social Stories: Improving responses of students with auitism
with accurate social information. Focus on Autistic Behavior, 8, 1-10.

Mastropieri, A., & Scruggs, T. (2004). The inclusive classroom (2nd ed.). United States of
America: Pearson Education, Inc.

Retrieved from http//www.heartlandea.org

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