Fostering holistic development: the role of play in Physical Education and recreation programs for children with ASD
DOI:
https://doi.org/10.47197/retos.v68.116450Keywords:
Autism , inclusive physical education, integral development, play, recreationAbstract
Introduction: Play has become established as a key pedagogical tool in physical education and recreation programs, especially in inclusive contexts for children with Autism Spectrum Disorder (ASD).
Objective: This study aimed to analyze the role of play in such programs directed at children with ASD, in order to identify strategies that support their holistic development and inclusive participation in school and community settings.
Methodology: The study was conducted in the canton of Milagro, Ecuador, using a mixed-methods approach. In the quantitative phase, a structured questionnaire was administered to teachers and specialists; in the qualitative phase, semi-structured interviews were conducted with family members, therapists, and educators. Descriptive statistics and Spearman’s correlation were used for the quantitative data analysis with SPSS v25, while open and axial coding with Atlas.ti 9 was applied to the qualitative data.
Results: A positive association was found between the implementation of adapted play strategies and improvements in the motor, emotional, and social dimensions of the participating children. The interviews revealed recurring themes such as inclusive planning, the use of visual supports, and emotional mediation as key facilitators of play.
Discussion: The results aligned with previous research that emphasizes the value of play as an inclusion strategy, particularly when adapted to the specific needs of children with ASD.
Conclusions: It is concluded that play-based programs intentionally designed with an inclusive approach can contribute to the integral development of children with ASD and enhance contemporary educational practice.
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