Implementation of complex combined program: learning- therapeutic physical exercise - dynamic play in order that pupils within special facilities of inclusive education may diminish their scoliotic attitude

• Published in: Journal of Physical Education and Sport 2019-11, Vol.19, p.2241-2245
• Main Authors: Raluca, Păuna Elena, Luminiţa, Georgescu
• Format: Article
• Language: English
• Subjects: Academic Accommodations (Disabilities); Attention Deficit Hyperactivity Disorder; Attitudes; Autism; Autism Spectrum Disorders; Autistic children; Coordination; Developmental Delays; Exercise; Grade 3; Imitation; Inclusive education; Intelligence Quotient; Interpersonal Relationship; Intervention; Learning; Modeling (Psychology); Numbers; Physical fitness; Program Implementation; Psychotherapy; Resistance (Psychology); Teaching Methods
• ISSN: 2247-8051; 2247-806X
• DOI: 10.7752/jpes.2019.s6337

Using therapeutic physical exercise in children with autism spectrum disorders, we can succeed in making them feel in control of their own body, improve their physical and mental balance, form their habits to use the objects around them correctly and efficiently and last, but not least, help them develop harmonious relationships with the people they interact with. Expert studies have shown that therapeutic physical exercises performed regularly and by a well-structured kinesiotherapy program have led to aggression reduction, hyperkinetic conduct and stereotypes of autistic children. We have encountered difficulties in school practice as regards recovery by kinesiotherapy in pupils with autism spectrum disorders, because of the fact that classical kinesitherapeutic intervention methods are not corroborated with the therapeutic approach specific to these pupils, used by the psychotherapist teacher. In order to choose the suitable programs, we should know how developed each child is. When they participate in physical activities, children vocalize more and activities are more fun. They can imitate their play partner or the kinesiotherapist teacher verbally or using gestures. The purpose of the paper was to design a combined complex intervention plan, based on kinesiotherapeutic specific recovery and psychopedagogical working methods, combined with dynamic play, in order to achieve the scoliotic attitude's recovery and improve the psychomotor development specific to children with autism spectrum disorders. Our study consisted in this program's implementation on one 10-year old child with autism and hyperkinetic disorder (ADHD), whose IQ was 50. The data collected before and after the program was implemented showed that it had been effective, as the subject registered a functional progression, which improves the quality of life by a substantial contribution over our patient's mental status. The favourable outcomes reported show the proposed program was effective and this approach can be continued to develop or improve other impairments of the pupil and the others who suffer from autism spectrum disorders, enrolled in school (body scheme, senses, laterality etc.).