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Modifications in Physical Education (PE) classes for students with Autism aim to create a supportive and inclusive environment that accommodates their unique needs. Here are some commonly used modifications...

Modifications in Physical Education (PE) classes for students with Autism aim to create a supportive and inclusive environment that accommodates their unique needs. Here are some commonly used modifications:


  1. Visual Schedules: Provide visual schedules or pictorial timetables to help students understand the sequence of activities in the class, reducing anxiety and uncertainty.

  2. Structured Routines: Establish clear and consistent routines within the PE class to minimize surprises and help students feel more comfortable.

  3. Social Stories: Develop social stories or visual narratives to explain expected behaviors and social interactions during PE class, helping students navigate social situations.

  4. Sensory Supports: Offer sensory tools or sensory breaks for students who may need sensory regulation, such as fidget toys or sensory-friendly spaces.

  5. Visual Cues: Use visual cues like colored cones, tape markings, or visual boundaries to assist students in understanding and following directions during activities.

  6. Individualized Instruction: Provide one-on-one or small group instruction for students who require more individualized attention or have specific skill deficits.

  7. Clear Communication: Use clear and concise language when giving instructions, and check for understanding by asking students to repeat instructions or demonstrate the desired action.

  8. Visual Prompts: Utilize visual prompts or visual supports for specific activities, such as diagrams or step-by-step visual guides for exercises.

  9. Peer Support: Pair students with Autism with peer buddies or mentors who can provide social support and assistance during activities.

  10. Choice and Autonomy: Offer choices within activities or exercises to allow students some degree of control and autonomy over their participation.

  11. Modified Equipment: Adapt equipment or provide alternatives to accommodate individual needs, such as using softer balls or providing adapted sports equipment.

  12. Task Simplification: Break down complex skills or activities into smaller, manageable steps, gradually increasing the complexity as students progress.

  13. Positive Reinforcement: Implement a system of positive reinforcement, such as verbal praise, stickers, or a token system, to motivate and reward desired behaviors and efforts.

  14. Clear Transitions: Signal transitions between activities with visual or auditory cues to help students prepare for changes in the routine.

  15. Flexible Expectations: Recognize that students with Autism may have varying abilities and interests; adjust expectations and goals accordingly.

  16. Peer Awareness: Promote awareness and understanding among classmates to foster an inclusive and supportive PE environment.

  17. Data Collection: Collect data on the student's progress and behavior during PE class to inform future modifications and interventions.

  18. Communication Supports: If needed, use alternative communication methods like visual communication boards or augmentative and alternative communication (AAC) devices to facilitate communication.

  19. Environmental Modifications: Make adjustments to the environment, such as reducing sensory distractions or providing a designated quiet area for sensory breaks.

  20. Collaboration: Collaborate closely with special education professionals, parents, and caregivers to ensure a consistent and individualized approach to each student's needs.

These modifications should be tailored to the specific needs and abilities of each student with Autism, and regular communication with the student, their caregivers, and the special education team is essential to ensure a successful and inclusive PE experience.

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