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Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families

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Title: Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families
Language: English
Authors: Lindsay Fox (ORCID 0009-0002-2379-5662), Melissa N. Savage, Christopher B. Denning (ORCID 0000-0001-6466-4752), Kara Hume
Source: Education and Training in Autism and Developmental Disabilities. 2026 61(1):112-128.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Descriptors: Physical Activities, Secondary School Students, Students with Disabilities, Autism Spectrum Disorders, Intellectual Disability, Student Participation, Student Evaluation, Student Characteristics, Physical Education, Barriers, Peer Influence, Reinforcement, Prompting, Technology Uses in Education, Visual Aids, Athletics, Extracurricular Activities, Clubs, Community Programs
DOI: 10.1177/21541647261447819
ISSN: 2154-1647
Abstract: Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506953
Database: ERIC
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Description
Abstract:Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.
ISSN:2154-1647
DOI:10.1177/21541647261447819