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

Abstract

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.