The aim of this study is to determine the effects of a motor activity program (IPA) on the social skills and attitudes of students with Autism Spectrum Disorder (ASD) in Tunisia.The study sample consisted of 24 students between the ages of 6 and 12. The students were divided into two groups: a training group of 12 students (n-12 with ASD) and a control group of developing controls usually consisting of 12 students (n-12 TD). In conclusion, the program (IPA) has increased the motor and social skills of students with ASD in Tunisia and improved their motor skills.

The goal of our study is to empower people with autism to communicate and understand the world around them. It is about teaching skills and developing autonomy in life in society based on an education oriented to psychomotor intervention strategies while taking into account the particularities of the autistic person and the model of pedagogical and psychosocial skills of the teacher to create the best conditions, This by relying especially on the curriculum of the ESDM (Early start Denver model. Rogers, S., Dawson, G., 2013) [1] focused on the development of cognitive skills, including access to symbolism and communication for the construction of the intervention plan. Our work therefore ensures the development of a model of professional skills of the teacher in charge of building an intervention plan for autistic children in Tunisia. The aim of the programmed is to avoid this pathological process: The objective of this model is to reintegrate the child into the social loop, teaching him the basic elements of social life and filling the learning gaps that have accumulated over time The results show that the role of teachers tasked with developing the social and pedagogical skills of people with autism is based much more on the mode Active motor communication and adequate transfer of knowledge direct towards cooperation and understanding whose aim is integration and adaptation, learning is therefore a means and action of knowledge transfer which is only one component of the model of professional identification skills of the teacher.