Autistic disorders are the fastest growing group of developmental disorders characterised by qualitative abnormalities in reciprocal social interactions and communication patterns and a restricted, stereotyped, repetitive repertoire of interests and activities. As the number of children with ASD increases, parents, educators, and other professionals face the challenges of providing adequate support and assistance to individuals with ASD. Recently, yoga has become a topic of interest for complementary or supplementary interventions and additional support for pupils with ASD. Yoga is a way of exercise with which we influence the body, breathing, and mind so that they can work in balance. Its purpose is to achieve inner peace independent of internal and external pressure. Research on yoga and its effects on individuals with ASD is limited, but it suggests various benefits. Yoga can be effective for students with ASD primarily because it provides routine and structure, and minimises distracting stimuli, which creates a safe learning environment.
Since there is no research in Slovenia that would consider yoga as an effective complementary treatment for students with ASD, a yoga programme that follows the needs of students with ASD was designed based on a review of the available research and read literature. Therefore, our programme includes yoga exercises that promote the development of deficit areas of people with ASD, i.e. social behaviour, and adaptive behaviour and attention. It also considers didactical-methodical adaptations for working with the mentioned population. The programme was individually designed for the needs of a selected student. Its effectiveness was checked after ten meetings. The designed yoga programme was then evaluated and presented to yoga teachers who do not know the characteristics of students with ASD, and special and rehabilitation pedagogues who do not have as much experience with yoga. The research thus presents a described example of possibilities for equal inclusion of students with ASD in yoga programmes.
It was found that a structured yoga environment involving chanting mantras, breathing techniques, asana practice, and deep relaxation influenced some of the main symptoms of ASD. It was noticed that the progress of social behaviour, adaptive behaviour and attention was mainly helped by the adaptations from the established methods of teaching students with ASD. The survey results showed that progress in the areas of ASD deficits occurred simultaneously. The student achieved significant changes in social behaviour of speech, sharing of interests and emotions, behaviour adaptation to social circumstances, eye contact, use of facial expressions, motivation beyond a specific interest, and understanding of praise. Significant progress in adaptive behaviour has been achieved in the area of stress due to change, the stress in new social interactions, transitions between activities, self-stimulating behaviour, calmness when feeling uncertain, and in the absence of repeating phrases. The student achieved significant changes in attention in the area of inhibition, persistence, following instructions and completing tasks, maintaining attention, focusing on the whole, following what is happening, and focusing on the basics.
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