Checklist for Helping Students with Autism Participate in Sports

Assess Needs

• How does autism manifest itself in this child? (Gather background information from parents.)
• What are the child’s interests?
• What are the child’s goals and/or reasons for participating?
• Does the child have social interaction difficulties? If so, what are the triggers?

Design the Sports Environment

• Does the child have any sensory sensitivities—hypersensitivity or hyposensitivity?
• Do you need to adjust the intensity of the gym lighting?
• Are there activities that will generate too much noise and overstimulate this child?
• Is there any sensory calming equipment you can use to help prevent overstimulation?
• Is there adequate space for the child to move freely? (PE held in a small classroom may heighten the anxiety of a child who feels overwhelmed in confined or crowded spaces.)
• Modify voice tone and volume so as not to intimidate or overstimulate children with heightened hearing sensitivity.
• Consider using an aide (perhaps a peer) to act as a clarifier, personal support, and instructional guide for the child.
• Short coaching instructions plus lots of modeling behavior may help the child understand what is expected.
• Prepare the child for transitions between activities by using a cue like a finger tap on the shoulder.
• Strong use of visual schedules might help you convey your ideas.
• Activity content should be modified to reflect the interests of the child and yet still tie in with your instructional goals. (Does the child love trains? Try a game of Train Tag that the whole class will enjoy!)

Adapted from Different Needs & Different Speeds: How to Teach Sports to Every Kid, by Gary Barber.