Personal Autonomy in Autistic Student through an Inclusive System of Psychomotor Activities in a Pre-Vocational Program
Abstract
This study addressed the implications of psychomotor skills as a field of intervention for the care of an autistic student with high levels of support. The objective was to determine how the indicated inclusive system of psychomotor activities (ISPA) influenced his personal autonomy (PA). A case study was conducted, with volunteer sampling, whose methodology of analysis was guided by grounded theory, to elucidate the impact of the implementation of an ISPA on PA. The results showed the emergence of a theory whose central category is PA as an indicator of integral development, with substantive categories comprising four concepts: enhancing factors, conditioning factors, acquired experiences and behavioral manifestations. The associations identified revealed significant impacts generated by and on the categories. The development of the student's PA and the role assumed by the Physical Education teacher in the ISPA converge with scientific perspectives on autonomy as a category that represents more than executive independence. In conclusion, the ISPA designed generates a significant favorable impact on PA, with improvements that are not restricted to physical capacities and motor skills, since they also foster the student's capacity for adaptation, communication and active participation in different contexts, generating, in turn, a favorable impact on his or her integral development.
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