Using Visual Supports for Students With Autism in Physical Education

Due to deficits in communication, students with autism experience anxiety and confusion, which cause withdrawal and disruptive behaviors. However, teachers can create a positive educational environment that will facilitate learning by having an understanding of autism and of the characteristics asso...

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Bibliographic Details
Published in:Journal of physical education, recreation & dance recreation & dance, 2009-02, Vol.80 (2), p.39-43
Main Authors: Fittipaldi-Wert, Jaekwon, Mowling, Claire M.
Format: Article
Language:English
Subjects:
Anxiety
Augmentative and Alternative Communication
Autism
Behavior
Behavior Problems
Children & youth
Cognitive Style
Communication
Communication Skills
Cooperative learning
Disability
Educational Environment
Interpersonal Communication
Nonverbal Communication
Physical Education
Skill development
Social interaction
Special education teachers
Special Needs Students
Teaching Methods
Visual Stimuli
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Summary:Due to deficits in communication, students with autism experience anxiety and confusion, which cause withdrawal and disruptive behaviors. However, teachers can create a positive educational environment that will facilitate learning by having an understanding of autism and of the characteristics associated with children with autism. One important step is to learn to communicate effectively with students with autism. Individuals with autism have expressed that they process visual information more efficiently that auditory input. This article therefore focuses on visual teaching strategies--such as the Picture Exchange Communication System (PECS), activity schedules, task cards, visual warning devices, and boundaries--that support the learning styles of students with autism in an inclusive physical education class. (Contains 1 table and 5 figures.)
ISSN:0730-3084
2168-3816
DOI:10.1080/07303084.2009.10598281