This master’s thesis examines the inclusion of children and adolescents with autism spectrum disorder (ASD) in swimming programmes. The theoretical section presents the key characteristics of children and adolescents with ASD, with an emphasis on specific features of social interaction, communication, behaviour and cognition that influence their inclusion in different environments. Furthermore, the thesis addresses the concept of inclusion in education, as well as aspects of including children and adolescents with ASD in the school environment and the broader social context. Particular emphasis is placed on inclusion in sports and on the role of sports, especially swimming, as a factor in social, motor and emotional-behavioural development. The Halliwick concept is also presented as an example of an inclusive pedagogical approach to teaching swimming. In addition, the role of swimming teachers and coaches in the successful inclusion of children and adolescents with ASD in swimming programmes is highlighted.
The qualitative empirical part of the study, based on the experiences of eight swimming teachers and coaches, provides a comprehensive insight into their understanding of the inclusion of children and adolescents with ASD in swimming programmes, as well as into the ways in which this inclusion is implemented in practice. The interviewees perceive their professional competence and confidence in working with children and adolescents with ASD as a gradually developing process, in which practical experience, additional training and reflection on their own work play a key role. Swimming teachers and coaches view their role as multifaceted, as it involves not only teaching swimming skills, but also providing emotional support, creating a structured and safe environment and promoting the social inclusion of children and adolescents with ASD. In practice, they use individualized, flexible and at the same time structured approaches based on ongoing adaptation to the individual’s needs. Furthermore, swimming teachers and coaches describe how swimming significantly contributes to children’s development in the emotional, social, cognitive, physical and motor domains. Nevertheless, in their work they face numerous pedagogical, organizational and systemic challenges that they address primarily through collaboration, ongoing adaptation and reflection on practice. Key needs and recommendations for improving the inclusion of children and adolescents with ASD relate to systemic improvements in professional training and staffing, organizational adjustments to programmes, and greater social awareness and the development of more inclusive sports practices.
The study represents an important starting point for understanding the role of swimming teachers and coaches in the inclusion of children and adolescents with ASD in swimming programmes, as it sheds light on their experiences, practices and needs. The findings highlight the need for support, the development of clearer guidelines and greater opportunities for professional development in the field of inclusive swimming programmes. At the same time, the results provide guidance for improving existing practices and encourage the further development of inclusive approaches based on understanding the individual, reflecting on one’s own practice, and adapting the training environment. From the perspective of social pedagogy, the study highlights the importance of creating a safe, supportive and inclusive environment that enables children and adolescents with ASD to actively participate, feel a sense of belonging, and have positive social experiences. At the same time, it contributes to the understanding of sports activities and swimming programmes as an important space for social inclusion, empowerment and holistic development of children and adolescents with ASD, and highlights the role of professionals in creating relationships and environments that support active participation and the promotion of inclusive practices.
|
