From Participation to Belonging: Understanding Sports Engagement in Autism through Teachers’ Narratives

Abstract

This research investigates the involvement of students with Autism Spectrum Disorder (ASD) in sports through the key transition from participation to inclusion in physical education (PE) settings. Although policies aim for inclusive education through participation in sports, being part of a group does not guarantee inclusion and integration. To address this, this study presents a narrative inquiry into more than 50 PE teachers across a range of school environments. Four interrelated factors emerged as crucial to participation. First, teaching strategies such as personalized instruction and adaptations for sensory needs were crucial to facilitating student engagement. Second, relational pedagogy played a crucial role, as teachers prioritized trust, empathy, and ongoing engagement as means to promote inclusion. Third, systemic and structural factors, including a lack of training, rigid curricula, and support for inclusion, limited the success of inclusive strategies. Last, student voice was found to play a crucial role, with students with ASD shaping their participation in a supportive and malleable environment. In summary, the evidence shows belonging is not an automatic outcome of engagement but a socially constructed concept affected by the teacher, peers, and other circumstances. These insights suggest a need for pedagogic reform, teacher training, and policies to promote engagement and belonging, beyond participation, for students with ASD.