The Role of Sensory Input for Students with Autism Spectrum Disorder in Physical Education

Addressing sensory needs creates an inclusive environment to help students reach their full potential. 1 in 36 in the United States are estimated to have autism spectrum disorder (ASD). For students with ASD sensory needs might not look the same as their peer with ASD. Individuals with autism may experience hypersensitivity or hyposensitivity to sights, sounds, smells, tastes, touch, balance (vestibular), body position and movement (proprioception), awareness of body cues (interoception). As physical education teachers, depending on your college class background, knowledge, and or experience working with individuals with autism you might not completely understand sensory input and how to integrate sensory needs into your PE lessons. Thus, the purpose of this synthesis is to review literature on the educational implications of stimulant identification in students with ASD.

Grantor dc:publisher

SUNY Brockport Department of Kinesiology, Sport Studies, and Physical Education

Year dc:date.issued

2024

Author dc:creator

• Williams, Kelsey

Advisor dc:contributor.advisor

• Bevilacqua, Zachary

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/15629

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/15629