Adapted Physical Education for Autistic Adolescents
Bukina, Klavdia (2015)
Kajaanin ammattikorkeakoulu
2015
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-201602112122
https://urn.fi/URN:NBN:fi:amk-201602112122
Tiivistelmä
This thesis studies the physical development and education of 12-17-year-old adolescents with autism spectrum disorder and examines the adapted physical program at Väinölä School. The school is focused on special education for children and adolescents with a variety of mental and physical disorders, and provides individual education and other specific services for autistic adolescents. However, no adapted physical education program specifically for autistic adolescents is currently utilized in the school.
The main purpose of this thesis is to identify the main deficits in gross motor skills of the autistic individuals at Väinölä School. This thesis aims to determine how to choose proper physical adapted education exercises for autistic adolescents, and to determine if these exercises can improve their motor skills. Also, this thesis introduces an adapted physical education program for the autistic adolescents at Väinölä School.
The research data were gathered qualitatively from each participant. First, the participants were observed for 5 months on a weekly basis to surveys their physical activity and capabilities. After the observation period, the physical activity level and capabilities of each participant were evaluated using a specific physical activity tests. Participants were tested for 5 different gross motor and balance related skills. The physical activity program was made based on the evaluated results from the tests. The final physical activity program included various physical activity exercises for a 6-month period according to participants’ individual physical activity level.
In this study, autistic adolescents were shown to have most severe problems with balance and coordination related skills. This research highlights the problems of gross motor skill development among autistic adolescents. It was found that at least 5 important gross motor and stability skills, such as: forward and backward walking, balance, coordination and crawling, can be improved by the use of modified APE program, made specifically for the different physical activity levels of the participants.
In conclusion, the autistic adolescents at Väinölä School have incificient motor skills. It was also noted, that differences in physical activity do not translate as they are into the level of motor skills. Also, an adapted physical education program can be devised in a way that it is suitable for participants with variable skill levels.
The main purpose of this thesis is to identify the main deficits in gross motor skills of the autistic individuals at Väinölä School. This thesis aims to determine how to choose proper physical adapted education exercises for autistic adolescents, and to determine if these exercises can improve their motor skills. Also, this thesis introduces an adapted physical education program for the autistic adolescents at Väinölä School.
The research data were gathered qualitatively from each participant. First, the participants were observed for 5 months on a weekly basis to surveys their physical activity and capabilities. After the observation period, the physical activity level and capabilities of each participant were evaluated using a specific physical activity tests. Participants were tested for 5 different gross motor and balance related skills. The physical activity program was made based on the evaluated results from the tests. The final physical activity program included various physical activity exercises for a 6-month period according to participants’ individual physical activity level.
In this study, autistic adolescents were shown to have most severe problems with balance and coordination related skills. This research highlights the problems of gross motor skill development among autistic adolescents. It was found that at least 5 important gross motor and stability skills, such as: forward and backward walking, balance, coordination and crawling, can be improved by the use of modified APE program, made specifically for the different physical activity levels of the participants.
In conclusion, the autistic adolescents at Väinölä School have incificient motor skills. It was also noted, that differences in physical activity do not translate as they are into the level of motor skills. Also, an adapted physical education program can be devised in a way that it is suitable for participants with variable skill levels.