Social Stories for Students with Autism in Physical Education

Promoting Physical Activity for Students with Autism Spectrum Disorder: Barriers, Benefits, and Strategies for Success

“…Setting the students up for success in physical education can begin even before they arrive to class. Providing the student with ASD with a lesson preview or using a social story before physical education class will help the student know what to expect from the lesson, environment, and teacher (Barry & Burlew, 2004;Grenier & Yeaton, 2011;Sandt, 2008). The social story can be read to, with, or by the student.…”

Collaborative Strategies During Transition for Students with Disabilities

“…For example, if a student with autism will be required to participate in tag games, then a social story can be developed to help that student with expectations and appropriate responses to being tagged. The general physical educator can collaborate with the special educator and parent when planning the social story to ensure it is concise and relevant to the student (Sandt, 2008). Once developed, this social story can be read at school and at home so the student is prepared for that activity (Barry & Burlew, 2004;Wilde, Koegel, & Koegel, 1992).…”

Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

“…Social development for pupils with SEMH issues based on a ‘humanistic’ approach, focussing on human needs and values as opposed to solely practical aptitude and skill development, has gathered momentum (Loovis, 2017). Examples such as use of the ‘responsibility’ model and ‘social stories’ are seen to have the potential to develop new practical skills, promote desired social behaviours and consider how skills learned during PE can be transferred into life (see Hellison, 2011; Sandt, 2008; Sumalot-Riveriera and Porretta, 2013). The implementation of such innovative pedagogical practices to encourage holistic learning in PE appears to be the result of teachers’ past and current experiences working in education and sport (Curtner-Smith et al, 2008; O’Leary et al, 2014; Stran and Curtner-Smith, 2009).…”