Inclusive games in the development of gross motor skills in children with autism spectrum disorder
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Abstract
Introduction: Autism Spectrum Disorder (ASD) is a special educational need characterized by limited movement of the lower and upper body. It also involves certain repetitive actions that affect motor skills.
Objective: To determine whether the implementation of inclusive game design improves gross motor skills in ninth-grade children diagnosed with ASD. Materials and methods: For the purposes of this study, theoretical methods such as analytical-synthetic and bibliographical methods were used to support the theory. The empirical methods used were observation and measurement through the application of the KTK test.
Results: The significance of data normality was 0.00, i.e., >0.05. After analysis of the Student's t-test for related samples, the significance was 0.00, which is <0.05, demonstrating the effectiveness of the application of inclusive games in the development of gross motor skills. Similarly, the analysis of the general motor coefficient showed that children with ASD were on a weak scale in the pre-test and increased to normal in the post-test.
Conclusions: It is concluded that the appropriate application of inclusive game design, respecting the characteristics of this group of children with adaptations and without using excessive colors and noise, in order not to distract the students' attention, significantly improves the elements of gross motor skills.
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