Autism is a complex disability that affects individuals differently, ranging from high-functioning to low-functioning autism. Autism is defined by cognition and observed behavior rather than specific medical diagnosis. It is a neurodevelopmental disorder classified in the category of pervasive disorders, characterized by impairment in socialization, unusual behaviors, and deficits in communication skills. In the United Kingdom alone, there are more than half a million people diagnosed with ASD, equivalent to 1 in every 100 people, and these numbers are rapidly increasing.
People with Autism Spectrum Disorder (ASD) tend to have similar characteristics and impairments in social skills, stereotypical behaviors (such as arm flapping), and unusual communication and interests. People with ASD tend to have poor social communication skills and lack a broad understanding of social cues. The effects of ASD put children at risk of remaining inactive, which can have harmful effects on their health.
In a study conducted by Pana et al., results show that students with ASD are not as physically active as their peers, but physical activity has a positive connection in promoting social interaction. A 2009 Estyn report showed that students demonstrated good development in their core skills through physical education, including problem-solving, working together, and listening, skills that could later be applied not only in physical education but also socially.
'Adapted physical education is the term used to describe services provided to school-age individuals from birth to 21 years of age.' Research has emphasized that when adapting lessons, children actively learn by teaching each other; it is important that all children, with and without disabilities, get this fundamental opportunity to coach each other.
The need for inclusive practice in physical education is now a crucial element in the national curriculum for students with special education, due to the recognition of psychological, physiological, and social benefits that physical education provides to students. The emphasis on inclusion in physical education has been largely recognized in recent years, especially for children with special educational needs.
Life skills learned in physical education can have significant effects on the learning of students with special needs, such as decreasing stereotypical behaviors and increasing adaptive behaviors. Children with autism struggle with movement skills, and their physical development may be delayed. Due to these physical and developmental deficiencies, teachers need to make adaptations in their lessons to ensure full participation of all students.
There are various barriers that autistic children face in physical education: anxiety, limited motor functionality, and overstimulation. If proper strategies and interventions are implemented, positive participation can be achieved, and children with autism can be encouraged to participate. Lang et al., in a study based on exercise activities for children with autism, found a decrease in stereotypical behavior and aggression, and an increase in adaptive behaviors such as focusing on lessons after physical activity.
The Sherborne Developmental Movement Method is an intervention created to develop motor movement for children with autism and severe learning difficulties. The main aim of the method is to develop general movement skills that enable children to overcome daily tasks rather than focusing on a sport. The Sherborne Developmental Movement Method can promote body awareness and relationships with others.
Veronica Sherborne's method is one of the most used methods in Europe and Poland in terms of developmental therapy. The fascinating aspect of this method is that those who use it approach the child in many ways while respecting the child's individuality. Both parents and children who actively participate in the lessons accept this method as a form of therapy.
Its adjustment to the needs and abilities of disabled children has enabled this method to be used as a therapeutic tool. In accordance with the method's principles, special emphasis is placed on the individual's psycho-physical development, communication, creativity, and changing behavior by participating in games. Games are the primary form of shaping contact with a child in terms of method.
The instructor, understood here as a guide, plays a very important role by a supporting person whose task in the developing movement method is to do exercises together with the person receiving therapy. This person should be the closest person who can guarantee a sense of security and stabilization, which is most often the mother. The basic principle of therapy is for the child to gain awareness of their own body parallel to their movement development.
When working with children with autism, its impact on emotional, social, and cognitive areas, the ease of adaptation of the method, and not requiring a large technical infrastructure have also contributed to the method's popularity among therapists. Another advantage is the participation of parents (presumably the child's parents) that allows some elements of the method to be used in a family.
There are various studies in the literature evaluating the effects of the Veronica Sherborne method on child development. Marchewka and Kowalska used the Bogdanowicz Behavior Observation Scale to conduct a preliminary analysis of the effectiveness of treatment according to the Veronica Sherborne method and evaluated changes in cognitive, emotional, social, and motor development of children with moderate intellectual disability, who had some autism features and attended kindergarten, compared to their healthy peers. It was found that lessons conducted according to the Sherborne Developmental Movement Method had the most beneficial effect on the development of emotional and cognitive areas and showed that the method was beneficial in the treatment of children with intellectual disabilities.
Błeszyński researched the effects of the Sherborne Method in children with ASD and found that this method was effective in autistic individuals and revealed the best effects when it came to the development of social and cognitive functions. He found that the method was particularly useful in working with young autistic children and children with autistic features (atypical autism in terms of time and level of intense autistic disorder). He also noted that the possibility of modifying and adapting the method according to the current needs and developmental abilities of participants was an additional advantage of the method, and for these reasons, it should be especially recommended to individuals working with children with ASD.
