CHALLENGES FACED BY CHILDREN WITH AUTISM SPECTRUM DISORDER IN PARTICIPATING IN PHYSICAL ACTIVITIES

Abstract

Children diagnosed with Autism Spectrum Disorder (ASD) encounter numerous individual, environmental, and social challenges in participating in physical activities. Despite the developmental benefits of physical activity, such as improvements in motor skills, social interaction, sensory regulation, and emotional balance children with ASD often experience limited participation. This limitation not only affects their development but also impacts their families quality of life of. The purpose of this study is to explore the barriers faced by children with ASD in engaging in physical activities, as perceived by parents and professionals working who closely with them. This research employed a qualitative design. Participants included teachers, parents, speech therapists, physiotherapists, and occupational therapists who provide care or educational services to children with ASD. Data were gathered through semi-structured interviews and analyzed using content analysis techniques. Analysis of the data revealed four main themes: individual behavioral characteristics, intensity of environmental stimuli, socio-emotional challenges, and educational/structural deficiencies. Participants emphasized that these factors significantly hinder active participation in physical activities. Additionally, there was a strong consensus on the necessity for individually tailored environments and professional support in physical activity programs. The study concludes that improving physical activity participation among children with ASD requires the implementation of structured, individualized programs that are professionally supported and carefully balanced in terms of environmental stimuli.

Keywords: Autism spectrum disorder, physical activity, participation barriers, environmental factors, social factors.

Ethics and Conflict of Interest

This study was conducted in accordance with the principles of ethical research and the Declaration of Helsinki. Ethical approval was obtained from the Kirşehir Ahi Evran Üniversitesi Ethics Committee (Approval Date: 20.11.2024, Decision No: 2024/13/05). All procedures were conducted in accordance with research ethics principles and the guidelines. The authors declare that they have no conflicts of interest.

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About the Authors:

Aslıhan NERGİZ

Aslıhan Nergiz graduated with a Bachelor's degree in Psychological Counseling and Guidance from Kırşehir Ahi Evran University. She is currently pursuing her Master's degree in Education of Individuals with Intellectual Disabilities at the Institute of Educational Sciences, Anadolu University. Her academic and professional interests include autism spectrum disorder, learning disabilities, and early intervention.

 Durdane ÖZTÜRK

Associate Professor Dr. Durdane Öztürk was born in 1984 in the Düziçi district of Osmaniye, Türkiye. She completed her primary, secondary, and high school education in her hometown. Between 2002 and 2006, she earned her Bachelor’s degree in Social Studies Education from the Faculty of Education at Gazi University (Kırşehir Campus). She subsequently completed her Master’s degree in Social Studies Education at the Institute of Social Sciences, Kırşehir Ahi Evran University, between 2009 and 2011, and obtained her Ph.D. in Social Studies Education from the Institute of Social Sciences, Kastamonu University, between 2013 and 2017. In 2020, Dr. Öztürk joined the Department of Turkish and Social Sciences Education, Social Studies Education Program, at Kırşehir Ahi Evran University as an Assistant Professor. She currently serves as an Associate Professor in the Social Studies Education Program within the Faculty of Education at Kırşehir Ahi Evran University. Her research interests include social studies education, controversial issues and their teaching, children’s rights, multiculturalism, and digital literacy. She has published numerous articles in national and international peer-reviewed journals and has presented papers at national and international conferences in these fields. Dr. Öztürk has also contributed as an author and editor to several academic books, including Children’s Rights, Citizenship Education, Alternative Educational Models and Approaches in Social Studies Teaching with Activity Examples, Practice-Based Social Studies Teaching in Primary Schools, Gamification in Education, and Foundations of Social Studies. She is married and the mother of two children.

Öner SOYKAN

Öner Soykan graduated from Kırşehir High School in 2010. In the same year, he enrolled in the Faculty of Sports Sciences at Kırşehir Ahi Evran University, where he completed his undergraduate studies in 2014. He subsequently obtained his Pedagogical Formation Certificate in 2015. In 2017, he began his Master’s studies in the Physical Education and Sports Program at the Institute of Educational Sciences, Sakarya University, and graduated in 2019. Since 2022, he has been pursuing his doctoral studies in the Department of Physical Education and Sports at the Institute of Health Sciences, Gazi University. Since 2021, Soykan has been serving as an administrator in the field of special education and rehabilitation. In this capacity, he has been conducting studies and professional practices focusing on physical activity and sports applications for individuals with special needs.

Deniz AKDAL

Associate Professor Dr. Deniz Akdal graduated from Ankara Ayrancı High School in 2001 and from the Faculty of Education at Gazi University in 2006. Following graduation, he served as a primary school teacher in the provinces of Erzurum, Kars, Sivas, and Kırşehir, gaining extensive teaching experience across diverse socio-cultural and educational contexts. He completed his master's degree in the Department of Primary Education at Kırşehir Ahi Evran University and earned his doctoral degree in the Department of Special Education at Ankara University. During a 13-year period of his professional career, he worked in special education classrooms and Guidance and Research Centers, serving as a specialist in educational assessment and placement processes. Throughout this period, he developed substantial practical expertise in individualized instruction, family counseling, and educational diagnosis and evaluation. In 2019, Dr. Akdal joined the Department of Special Education, Faculty of Education, Kırşehir Ahi Evran University as an Assistant Professor, where he continued his scholarly and research activities in the field of special education. He currently serves as the Head of the Department of Special Education at Kırşehir Ahi Evran University, Faculty of Education, while also undertaking departmental leadership and academic coordination responsibilities. Note: If this text will be used in an international academic CV, university profile, or journal publication, I can further adapt it to a more formal academic biography (academic bio) style commonly used by universities and scholarly journals.