Autism in the classroom: overcoming barriers through movement

This study’s aim was to assess how students with autism, autism spectrum disorder and Asperger Syndrome integrated into the classroom respond to techniques to better their learning. The study assessed the overall benefits these students received when any form of movement was integrated into the classroom. Using semi-structured interviews, two practicing educators demonstrating experience in the research problem shared their insights on how autistic students respond to movement in the classroom. Through thematic analysis, four overarching themes/findings emerged. Teachers recognized the idea that autistic students positively respond to unconventional methods of teaching. Due to a lack of funding, teachers and these students run into barriers that prevent optimal learning. Regular bouts of physical activity throughout the day encourage a friendlier classroom atmosphere but require significant amounts of teacher preparedness. Lastly, the research findings demonstrated that autistic students participating in movement in the classroom benefited in cognitive functioning, behavioural improvement, increased academic results and a willingness to learn. It is important to note that although the study’s findings favour movement in the classroom to improving symptoms associated with autism, no single intervention has proven beneficial in reducing the main symptoms. Future recommends are targeted to educators to comprehend the importance of integrating movement in the classroom and for parents to engage in physical activity with their autistic children outside the classroom as it has a multitude of benefits and instills a positive habit in their children