Abstract-1 (Jan 2020) Maria Bella

Pedagogy of Learning, Vol. 6 (1) January 2020, 01-12 

Title: Teachers’ Perceptions: Role-play Strategies for Teaching Social Skills to Children with Autism in Physical Education

Article DOI: 10.46704/pol.2020.v06i01.001

Maria Bella, Ph.D. , Aristotle University of Thessaloniki, Greece, Adapted physical Educator, Email: bella-maria81@windowslive.com

Zoi Sipsa, B.Sc., Democritus University of Thrace, Greece, Adapted Physical Educator


            Children with Autism Spectrum Disorders often have difficulties communicating, such as social interactions, social cognition, pragmatics, and language processing. A number of effective instructional strategies and methods have been used for teaching these children who need extra attention. This paper focuses on physical education teachers’ perceptions of using role-playing approach as a teaching strategy to help children who are diagnosed with autism spectrum disorders to increase social interaction skills with their peers. The qualitative approach focused on the analysis of fifty-eight teachers’ (M=45.7 years) perceptions with a major in adapted physical education of northern and western Greece who are selected by purposive sampling and participated in semi-structured interviews. The interview protocol included 10 open-closed questions. Each interview lasted approximately 30 to 45 minutes. Responses were collected through a recording device. A depth-analysis of teacher’s responses was used to analyze their patterns and relationships. Physical education teachers’ agree that role-playing strategies with appropriate curricular decisions and knowledge can hold an essential place in their class and developing social interaction skills to children with autism spectrum disorders.

Keywords: Autism, Role-Playing, Social skills, Physical Education, Teachers