Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder where communication
difficulties, social interaction, repetitive and stereotyped behavior patterns occur together with
restricted interests. Studies show that teachers who work with physical education at school
feel limited and insecure in including students with and without disabilities in the same class.
The present work aimed to identify the teaching practices and difficulties in physical
education classes that present students diagnosed with ASD in the public school system in the
city of Tocantinópolis-TO. In methodological terms, this research is characterized as
observational, transversal, descriptive and with a qualitative and quantitative approach, using
a form with open and closed questions applied through structured interviews with teachers
from municipal and state schools. The results showed that a large part of the teachers did not
have adequate preparation or training to work with the said audience of students, although not
all had difficulties, and those who did not use any methodology to include them because they
do not know how to intervene. It is concluded that most of the teachers emphasized the
importance of the family group and caregivers of the students for their inclusion in the classes
and that the flaws in the training and qualification are present during and after the graduation
independent of the course, making the teaching practice difficult in what it says respect to
Physical Education classes that teachers must include students with ASD.
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