Resumo

GARCIA JUNCO, Carlos. Inclusion of Students with ASD in Recess. En-clav. pen [online]. 2022, vol.16, n.31, e504.  Epub 21-Mar-2022. ISSN 2594-1100.  https://doi.org/10.46530/ecdp.v0i31.504.

The communication and social skills difficulties that a large part of the students with ASD (Autism Spectrum Disorder) present, added to their academic difficulties, make them children with high rates of school failure, in addition to other social risk factors: exclusion social and bullying. By introducing various games and supports at recess, the aim is to reverse the isolation situation that boys and girls suffer daily during their educational journey, gradually increasing their positive interaction times. Using the observational methodology, a system for recording behaviors observed during breaks is created, with the aim of recording and evaluating the behaviors of students. The results obtained have been very satisfactory, showing that the introduction of games at recess increases play times and positive interaction times in students with ASD, as well as in the rest of the students who present relationship difficulties and / or disruptive behaviors.

Palavras-chave : inclusion; ASD; play times; recess times; vulnerability.