EN - 20250221 - Sacree e-learning

Raising awareness of autism

E-Learning for the European Sacree programme

START

INTRODUCTION - 1/10

Sommaire

Introduction

Module 2

Module 1

Module 3

Conclusion

INTRODUCTION - 2/10

Introduction

Introductory podcast to the Sacree e-learning programme:

In this podcast, Anne RENSMA and Aoife MC GARRY, from Autism Europe, introduce this e-learning programme. On the programme: presentation of the context, objectives, targets, etc. We invite you to listen to this podcast to find out all about it! Duration : 4 minutes

INTRODUCTION - 3/10

Objective of this e-learning

To broaden our knowledge of autism and the benefits of sport for this public.

The aim of this awareness-raising programme for stakeholders in the European sports sector is :

Adapting the way we communicate to our users.

Broaden the skills of supervisors in organising and building sports sessions.

Learn about risk behaviours and remedial strategies to ensure the safety of autistic people.

To promote sport for autistic people.

INTRODUCTION - 4/10

Composition of this e-learning

This awareness-raising programme consists of 3 modules :

Module 01 - Welcoming and ensuring the safety of participants: characteristics of autism, benefits of sport and key considerations for ensuring the safety and well-being of autistic people

Module 02 - Running a session: communication strategies adapted to autistic people and advice on organising sessions (environment and content)

Module 03 - Deploying a range of practices: methodology for launching a project on sport and autism.

INTRODUCTION - 5/10

TRUE

Before starting the first module, we'd like to help you deconstruct some common misconceptions about autism with a ‘True or False’ quiz.

or

faLSE

start

INTRODUCTION - 6/10

Question 1/5

INTRODUCTION - 7/10

Question 2/5

INTRODUCTION - 8/10

Question 3/5

INTRODUCTION - 9/10

Question 4/5

INTRODUCTION - 10/10

Question 5/5

MODULE 1 - 1/21

Module n°1

Understanding autism and the benefits of sport for autistic people

DURATION

OBJECTIVES

CONTENT

MODULE 1 - 2/21

THE AUTISM SPECTRUM

01

• Autism is a neurodiverse condition.

• Although autistic people have common characteristics, each person's experience is unique (Garratt & Abreu, 20231).

• They may have very varied support needs in different areas such as communication, executive functions, social interaction, sensory processing and perception, etc.

exAmpleS

MODULE 1 - 3/21

THE AUTISM SPECTRUM

01

Autism may be associated with other conditions that need to be considered, such as:

DIGESTIVE DISORDERS

SLEEP DISORDERS

ADHD

INTELLECTUAL DISABILITY

OVERWEIGHT

LEARNING DIFFICULTIES

ANXIETY

DOWN SYNDROME

IMMUNOLOGICAL PROBLEMS

EPILEPSY

Don't forget to click on the items above for more information!

MODULE 1 - 4/21

02

THE BENEFITS OF SPORT

Compared to the general population, autistic people of different age groups face significantly lower rates of inclusion in sports and physical activities. This is explained by the barriers encountered, such as:

Insufficient support and resources

Social and sensory barriers

Lack of training for supervisors

However, sport has many beneficial effects for autistic people.

Don't forget to click on the items above for more information!

MODULE 1 - 5/21

02

THE BENEFITS OF SPORT

Indeed, sport offers multiple benefits:

Psychological well-being: Reduction of stress, anxiety and improvement of self-esteem.

Social well-being: Strengthening social ties and cooperation with others.

Physical well-being: Improved coordination, motor skills and physical condition.

MODULE 1 - 6/21

03

SENSORY DIFFERENCES

Autistic people may have difficulty processing everyday sensory information. One of their senses may be hypersensitive or hyposensitive, or both, at different times.

Definition:

Definition:

HYPOSENSITIVITY

HYPERSENSITIVITY

Excessive sensitivity to sensory stimuli (related to sight, hearing, touch, smell, taste, etc.)

Reduced or absent sensitivity to sensory stimuli (related to sight, hearing, touch, smell, taste, etc.)

OR

Sensory response:

Sensory response:

Slow response or no response

Exaggerated or avoidant response

MODULE 1 - 7/21

COMMUNICATION AND SOCIAL INTERACTIONS

04

Autistic people may experience difficulties with social interactions and communication, particularly due to deficits in pragmatic language and understanding non-verbal cues.

Examples of challenges:

• Delayed language development, or absent verbal language,
• Difficulty initiating or maintaining a conversation,
• Literal comprehension of language and difficulty understanding sarcasm, metaphors, or innuendo,
• Difficulty reading facial expressions and body language,
• May have repetitive speech that is unrelated to ongoing conversations: immediate echolalia (repeating words that have just been spoken) or delayed echolalia (repeating words heard previously).

MODULE 1 - 8/21

COMMUNICATION AND SOCIAL INTERACTIONS

04

However, autistic people communicate in a variety of ways, whether the communication is verbal or non-verbal. It is essential to identify the mode of communication used by the person.

MODES OF VERBAL COMMUNICATION:

NON-VERBAL COMMUNICATION MODES:

VERBAL COMMUNICATION

NON-VERBAL COMMUNICATION

• TABLET
• SIGN LANGUAGE
• IMAGES OR PICTOGRAMS
• WRITTEN

• WORDS
• PHRASES
• MAKATON (SIGNS, PICTOGRAMS AND SPEECH)

MODULE 1 - 9/21

05

CAPACITÉS MOTRICES

In autistic people, motor deficits are an important yet often overlooked aspect of autism. These deficits are present in 87% of them. This can manifest itself through:

• Repetitive gestures,
• Difficulty performing certain tasks, particularly those requiring anticipatory control (running, throwing or catching a ball, etc.),
• Problems with postural stability.

Note: Research indicates that gross motor skills may be related to social skills in autistic children (Ohara et al., 20193). Children with gross motor disorders tend to have poorer socialization skills than neurotypical children (MacDonald et al., 20144; Pusponegoro et al., 20165).

MODULE 1 - 10/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

Autistic people may exhibit risky behaviors such as:

Aggression

The withdrawal

The escape

Don't forget to click on the items above for more information!

MODULE 1 - 11/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

When faced with a difficult situation, it is important to be aware that the behavior is related to unmet needs and to take steps to address those needs. The best way to reduce these behaviors is to make sure you understand why they are occurring in the first place (NAT, 20196). These behaviors may be related to:

• Difficulty communicating

• A change of routine and lack of predictability

• Associated conditions (pain, fatigue linked to sleep disturbance, etc.)

• The physical environment or sensory factors

• Changes related to the development of the person

• The social environment

• Abuse

Don't forget to click on the items above for more information!

MODULE 1 - 12/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

Below are some key tips for anticipating difficult situations:

• At the beginning of the sports season, ask the person or a loved one what to do in the event of a crisis.

• Be aware of emotional and sensory overload and be sure to quickly identify signs of stress early on in order to respond immediately.

• If the person has self-stimulatory behaviors (also called stimming), do not ask them to stop: it is common in autistic people and is used to calm down or focus. It is a natural form of self-regulation that can increase during times of stress (Kapp et al., 20197).

MODULE 1 - 13/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

Below are some key tips for handling difficult situations:

• Avoid crowding around the person: the fewer people, the better.

• Stay calm and make sure that your verbal behavior (tone of voice, words used, speaking softly) and non-verbal behavior (body language) are reassuring “I am here to help you, don’t worry, it will be okay”.

• Once the stimulus is detected, you must observe the environment to find the source of stress and eliminate it.

• Do not touch the person if they have not asked you to (not even a hand on the shoulder to comfort them).

MODULE 1 - 14/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

It's crucial to recognise that autistic people are more prone to being victims of violence rather than being the ones displaying aggressive behaviour (Holingue et al., 20218). As the autistic people victims of bullying and aggressions are a really frequent case, the coach has to take action against the violence.

MODULE 1 - 15/21

06

IDENTIFICATION OF RISKY BEHAVIOURS AND REMEDIATION STRATEGIES

FOR MORE INFORMATION

To discover more advice, we invite you to consult part 3 of the guide created as part of the Sacree project to help the sports sector implement a sports offer adapted to autistic people.

It can be viewed free of charge online in the “Documents to download” section of the Sacree project website.

Click here to access the site ( https://sacree.eu/fr/accueil/)

MODULE 1 - 16/21

Module 1 - Key points

Animated video to recap the key points of this first module

MODULE 1 - 17/21

Question 1/5

MODULE 1 - 18/21

Question 2/5

MODULE 1 - 19/21

Question 3/5

MODULE 1 - 20/21

Question 4/5

MODULE 1 - 21/21

Question 5/5

MODULE 2 - 1/16

Module n°2

Facilitating a session: communication strategies adapted to autistic people and advice for organizing sessions (environment and content)

DURATION

OBJECTIVES

CONTENT

MODULE 2 - 2/16

COMMUNICATION

01

Avant tout, nous vous invitons à collecter des informations sur le mode de communication des participations autistes. Pour rappel, la communication peut être verbale ou non verbale.

MODES OF VERBAL COMMUNICATION:

NON-VERBAL COMMUNICATION MODES:

Pour collecter ces informations, nous vous conseillons d'utiliser une fiche de renseignements qui comprend des questions sur le mode de communication. Vous pouvez la faire compléter par :

VERBAL COMMUNICATION

NON-VERBAL COMMUNICATION

• WORDS
• PHRASES
• MAKATON (SIGNS, PICTOGRAMS AND SPEECH)

• TABLET
• SIGN LANGUAGE
• IMAGES OR PICTOGRAMS
• WRITTEN

• La famille ou un proche de la personne autiste,
• La personne autiste elle même,
• Vous, en interrogeant la personne autiste.

MODULE 2 - 3/16

COMMUNICATION

01

It is important to keep in mind that:

• Not responding immediately does not necessarily mean that the person has not understood the request.

• The person may take time to process the information. It may therefore take several attempts for the request to be followed by an action.

• Autistic people sometimes have a deficit in central coherence, which means that they may focus on certain details and have difficulty having an overall vision of the situation.

MODULE 2 - 4/16

COMMUNICATION

01

Below are some key tips for effective communication:

• Use simple and clear language without innuendos, metaphors or jargon.

• Use augmented and alternative communication (images, symbols, objects, digital applications, sensory tools and written methods).

• If communicating using pictograms, ask the autistic person or a loved one to find out which image bank they are using and refer to it.

• Use visual aids with images, symbols and colours to represent the different activities, this helps to better understand and follow instructions (for example “walk”, “jump”, “run”, “drink”, etc.).

Please note: In general, it is recommended to use only one communication channel (oral or visual), depending on the mode of understanding indicated by the person themselves or by their loved ones.

MODULE 2 - 5/16

COMMUNICATION

01

Below are some key tips for effective communication:

• Allow time, such as a 6-second pause, between each instruction to allow the person to understand and respond.

• Avoid double instructions.

• Allow each autistic person to tell you the language they prefer to use to talk about autism: “autistic person,” “person on the autism spectrum,” or “person with autism,” etc.

• Phrase instructions in an affirmative way (e.g., “keep going” rather than “don’t stop”) and personalize interactions by addressing the person by name to establish contact.

• Etc.

MODULE 2 - 6/16

THE ENVIRONMENT

02

• In any learning environment, individuals rely on their senses to understand and engage with the environment. This process is called “sensory integration” (Stevenson, 2008).

• Autistic people may experience difficulties in processing everyday sensory information. One or both of their senses may be oversensitive, undersensitive, or both at different times.

• Due to differences in sensory experience, the experience of sport and physical activity for autistic people can vary significantly.

Reminder: For more information on sensory differences, return to point 3 of module 1.

MODULE 2 - 7/16

THE ENVIRONMENT

02

We therefore recommend distributing an information sheet at the start of the sports season which includes questions to understand the sensory profile of the autistic person:

• Overall profile: hyposensitivities, hypersensitivities or neutral?
• Sensitivity to light: strong, variable or indifferent?
• Sensitivity to noise: strong, variable or indifferent?
• Sensitivity to touch: strong, variable or indifferent?
• Are there any specific textures or materials that cause discomfort?

MODULE 2 - 8/16

THE ENVIRONMENT

02

Depending on the answers, you need to be vigilant to the:

Pain, thirst

Lighting

Noise

Smells

Don't forget to click on the items above for more information!

MODULE 2 - 9/16

THE ENVIRONMENT

02

Below are some key tips for structuring the sports environment:

• Use physical dividers or markers in the room, such as screens, movable walls, tape, cones, flags, or chalk, to establish distinct visual boundaries between activity areas.

• Post a schedule and/or visual cue that helps indicate when the session is and what is coming up.

• Remove unnecessary clutter and organize materials to minimize visual distractions.

• Identify individual activities, areas, and equipment with visual markers to improve clarity and facilitate navigation.

MODULE 2 - 10/16

THE STRUCTURE OF THE SESSION

03

For anyone engaging in an activity, structure and routine facilitate learning. In autistic people, this structure must be more elaborate and more defined. Providing them with clear expectations and a consistent routine helps them orient themselves to the environment and the task, which enhances their focus (Stevenson, 2008).

• Provide a written/visual plan of your session and present it at the beginning and between activities.
• Use physical guidance and visual aids with pictures, symbols and colours to represent the activities, this helps to better understand and follow the instructions.
• Etc.

• Make sure sessions follow a predictable pattern, including an introduction, the main part of the session, and a conclusion.
• Provide information about upcoming events.
• Etc.

CLARITY OF EXPECTATIONS

PREDICTABILITY

MODULE 2 - 11/16

FOR MORE INFORMATION

04

To discover more advice, we invite you to consult part 3 of the guide created as part of the Sacree project to help the sports sector implement a sports offer adapted to autistic people.

It can be viewed free of charge online in the “Documents to download” section of the Sacree project website.

Click here to access the site ( https://sacree.eu/fr/accueil/)

MODULE 2 - 12/16

Question 1/4

MODULE 2 - 13/16

Question 2/4

MODULE 2 - 14/16

Question 3/4

MODULE 2 - 15/16

Question 4/4

MODULE 2 - 16/16

Module 2 - To remember

Animated video to showcase the key considerations to take into account when an autistic person begins a sporting activity.

MODULE 3 - 1/8

Module n°3

Deployment of a practical offer: methodology for launching a sport and autism project

DURATION

OBJECTIVES

CONTENT

MODULE 3 - 2/8

01

THE ADVANTAGES FOR YOUR STRUCTURE

Before learning about the methodology, it is important to remember that setting up a sports project adapted to autistic people has advantages for your organization:

SKILLS DEVELOPMENT

INCREASED PARTICIPATION

BENEFITS FOR NEUROTYPIC PARTICIPANTS

VISIBILITY AND SOCIAL IMPACT

Don't forget to click on the items above for more information!

MODULE 3 - 3/8

STEPS TO SET UP A PROJECT

02

There are 5 key steps to building a project on sport and autism:

prEpare

execute

Plan AND definE

Set goals for participants, train the team, create processes, and adapt equipment and environments.

Discuss the project, identify needs, define objectives and build a team.

Create a routine and predictable program, communicate with stakeholders, and establish a bond of trust with practitioners and families

evaluate and systematize

MONITOR AND ADJUST

Monitor practitioners' progress, assess family satisfaction, support and develop the project team.

Review the work done, collect feedback, communicate with the team, identify areas for improvement.

+ info

MODULE 3 - 4/8

FOCUS ON THE COMMUNICATION OF YOUR PROJECT

03

To successfully launch your event, good communication is key. This includes:

THE ORGANISATION OF A PRESS CONFERENCE

THE REGULAR MANAGEMENT OF SOCIAL NETWORKS

THE REGULAR MANAGEMENT OF THE WEBSITE

Don't forget to click on the items above for more information!

MODULE 3 - 5/8

04

THE CHARACTERISTICS OF SPORTS PRACTICES

This section aims to help you select the sport you wish to implement. Indeed, sports have different characteristics that influence practice. Depending on whether the sport is individual or team-based, the skills developed, the benefits, and the points of caution vary.

INDIVIDUAL SPORT

TEAM SPORT

N'oubliez pas de cliquer sur les éléments ci-dessus pour avoir plus d'informations !

MODULE 3 - 6/8

04

THE CHARACTERISTICS OF SPORTS PRACTICES

Another feature to consider is the aspect of indoor or outdoor sport. Indeed, the environment in which sports are practiced can have an impact on the skills developed, the benefits, and the points of caution.

INDOOR SPORT

OUTDOOR SPORT

Don't forget to click on the items above for more information!

MODULE 3 - 7/8

05

THE GROUP CONFIGURATION

Several group configurations are possible, each presenting different advantages and points of caution.

NON-MIXED GROUP

1 TO 1

MIXED GROUP

Group composed of autistic people and neurotypical people.

A person with autism in a group of neurotypical individuals with the support of a specialized educator.

Group composed solely of autistic people.

+ info

+ info

+ info

SURVEILLER04

GROUP WITH A RELATIVE

Individual Course

ACTIVITY WITH AN ANIMAL

Group that includes the participation of a family member of the autistic person or one of their relatives.

An autistic person with an educator.

Activity involving the participation of an animal.

+ info

+ info

+ info

Don't forget to click on the items above for more information!

MODULE 3 - 8/8

FOR MORE INFORMATION

06

To find out more, we invite you to consult the Sacred guide intended for the sports sector. You will find, in particular:

• A directory of sports that presents the advantages, points of caution, and level of adaptability of several sports activities,
• Examples of sports sessions,
• Websites to find training courses.

Click here to access the Sacree site ( https://sacree.eu/fr/accueil/)

We also invite you to discover the literature review written by the C3S laboratory of the University of Franche Comté on the effects of sport on autism.

Click here to access the article in the journal Sport Medicine (EN)

Click here to access the article on the Sacree site (FR)

CONCLUSION 1/2

Conclusion

Conclusion podcast

To conclude this e-learning programme, we once again meet Anne RENSMA and Aoife MC GARRY from Autism Europe in a final podcast. The aim is to share with you the other resources that have been created as part of the European project Sacree. We hope that this e-learning has been of interest to you and we encourage you to share it with interested parties. Duration: 1 min 28

CONCLUSION 2/2

Conclusion

The resources created as part of the European project Sacree:

• A guide for the sports sector on welcoming autistic people,

• A manual to help autistic people and their families find the sport that suits them,

• A model of a sports program adapted for autistic people.

CONCLUSION 3/2

Congratulations, you have completed this e-learning program!

We thank you for using this tool. We also thank all the people who contributed to the creation of this e-learning program. Your support and collaboration have been invaluable in this work.

TO DOWNLOAD THE FOLLOW-UP CERTIFICATE

CLICK HERE

CONCLUSION 4/2

MAIN AUTHOR:

CONTRIBUTORS :

Autism Europe ; C3S Laboratory of the University of Bourgogne Franche Comté; SUZAH ; SS Romulea ; Inovar Autismo

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

CONCLUSION 5/2

References

1. Garratt, K. i Abreu, L. (2023). Autism: Overview of policy and services. London: The House of Commons Library.2. Hyman, Susan L et al. “Identification, Evaluation, and Management of Children With Autism Spectrum Disorder.” Pediatrics vol. 145,1 (2020): e20193447. doi:10.1542/peds.2019-3447 3. Ohara, Reiko et al. “Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review.” European journal of investigation in health, psychology and education vol. 10,1 276-296. 12 Dec. 2019, doi:10.3390/ejihpe10010022 4. MacDonald, Megan et al. “Motor skills and calibrated autism severity in young children with autism spectrum disorder.” Adapted physical activity quarterly : APAQ vol. 31,2 (2014): 95-105. doi:10.1123/apaq.2013-0068 5. Pusponegoro, Hardiono D et al. “Gross Motor Profile and Its Association with Socialization Skills in Children with Autism Spectrum Disorders.” Pediatrics and neonatology vol. 57,6 (2016): 501-507. doi:10.1016/j.pedneo.2016.02.004 6. Kapp, Steven K et al. “'People should be allowed to do what they like': Autistic adults' views and experiences of stimming.” Autism : the international journal of research and practice vol. 23,7 (2019): 1782-1792. doi:10.1177/1362361319829628 7. Holingue, C., Poku, O., Pfeiffer, D., Murray, S., & Fallin, M. D. (2022). Gastrointestinal concerns in children with autism spectrum disorder: A qualitative study of family experiences. Autism, 26(7), 1698-1711. https://doi.org/10.1177/13623613211062667 8. Stevenson, P. (2008). High Quality Physical Education for Pupils with Autism. UK: Youth Sport Trust: https://www.afd.org.uk/wp-content/uploads/2013/09/AUTISM-BOOKLET_v5.pdf 9.Handbook SISAAP, https://ec.europa.eu/programmes/erasmus-plus/project-result-content/0e0b706e-5c83-49f0-9b5f-2333bdd7dea7/SISAAP_guide_english.pdf

THE ORGANISATION OF A PRESS CONFERENCE

The invitation:

The press conference:

• Send it at least 1 month before the press conference;
• Research the media to know the different contacts;
• Specify the relevant sections "for the sports and society sections";
• Present the subject of the press conference and some highlights to spark the journalist's interest.

• Ensure you have a guest list; when welcoming your guests
• Introduce the speakers;
• The objective is to announce your new sports and autism project and present it as a preview: how the project was born, some information about the situation of autistic people in your area, what activities will be offered, etc.;
• Send a one-page press release just after the press conference using the 5 W rule: Who, Why, Where, When, What, to explain your project.

The choice of the date and time:

• Organise it between 7 and 10 days before the start of the activity;
• Between Tuesday and Friday;
• Choose a day without any other major events;
• Preferably in the morning;
• Avoid summer (July-August).

Pay attention to well-being

• Be alert to injuries as some autistic people may continue to participate without realizing that they have been injured.
• Be particularly vigilant about any aggression suffered and especially systematically and firmly reframe any exclusionary or aggressive behavior (verbal or physical) that you witness.

THE MANAGEMENT OF YOUR SOCIAL NETWORKS

Tailor your posts to the specific characteristics of each network:

Tailor your posts to the specifics of each network:

• Facebook: at the end of the week, in the second part of the day;
• X: in the morning and at noon, from Monday to Friday;
• Instagram: outside of working hours, either in the morning, in the evening, and on weekends;
• LinkedIn: during the week, preferably in the morning.

• Facebook: between 40 and 80 characters;
• X (formerly Twitter): 100 characters;
• Instagram: 140 characters.

Pay attention to well-being

• Be alert to injuries as some autistic people may continue to participate without realizing that they have been injured.
• Be particularly vigilant about any aggression suffered and especially systematically and firmly reframe any exclusionary or aggressive behavior (verbal or physical) that you witness.

Autistic people often have intestinal problems (pain, bloating, constipation, diarrhea, etc.).

Individual sport:

Indoor sport:

15 minutes

Pay attention to odors

• Clean and maintain sports equipment, mats and other surfaces regularly to prevent odor build-up.
• Ensure good ventilation before each session.
• Opt for unscented or low-odor cleaning products.
• Etc.

Pay attention to well-being

• Be alert to injuries as some autistic people may continue to participate without realizing that they have been injured.
• Be particularly vigilant about any aggression suffered and especially systematically and firmly reframe any exclusionary or aggressive behavior (verbal or physical) that you witness.

Skills development:

Supporting autistic people allows staff to develop skills that can be transferred to other audiences, thereby enriching their professional practice.

This can involve asthma, type 1 diabetes, hives, etc.

Increased participation:

Autistic people make up about 1% to 2% of the European population, or up to 9 million people. Including them in your programs can increase participation rates.

Skills development:

Supporting autistic people allows staff to develop skills that can be transferred to other audiences, thereby enriching their professional practice.

Mixed group:

Increased participation:

Autistic people make up about 1% to 2% of the European population, or up to 9 million people. Including them in your programs can increase participation rates.

Interactions with teammates, noises and lights can be sources of stress.

THE MANAGEMENT OF YOUR WEBSITE:

• Ensure that you have updated your website calendar with the details of any upcoming events related to the project;
• Publish the project press release;
• Regularly publish articles or interviews with people involved in the project.

No-mixed group:

Pay attention to well-being

• Be alert to injuries as some autistic people may continue to participate without realizing that they have been injured.
• Be particularly vigilant about any aggression suffered and especially systematically and firmly reframe any exclusionary or aggressive behavior (verbal or physical) that you witness.

Changes related to the development of the person:

Transitional periods such as puberty, or physical or hormonal changes.

Visibility and societal impact:

Such an initiative positions you as a player in inclusion and social innovation, while increasing the visibility of your organization.

THE MANAGEMENT OF YOUR SOCIAL NETWORKS

Tailor your posts to the specific characteristics of each network:

Tailor your posts to the specifics of each network:

• Facebook: at the end of the week, in the second part of the day;
• X: in the morning and at noon, from Monday to Friday;
• Instagram: outside of working hours, either in the morning, in the evening, and on weekends;
• LinkedIn: during the week, preferably in the morning.

• Facebook: between 40 and 80 characters;
• X (formerly Twitter): 100 characters;
• Instagram: 140 characters.

Benefits for neurotypical people:

Inclusive programs promote positive attitudes among neurotypical participants toward autistic people and strengthen empathy and cooperation.

Individual sport:

Physical environment or sensory factors:

Sensory overload, discomfort or unsuitable environment.

Individual sport:

THE MANAGEMENT OF YOUR SOCIAL NETWORKS

Tailor your posts to the specific characteristics of each network:

Tailor your posts to the specifics of each network:

• Facebook: at the end of the week, in the second part of the day;
• X: in the morning and at noon, from Monday to Friday;
• Instagram: outside of working hours, either in the morning, in the evening, and on weekends;
• LinkedIn: during the week, preferably in the morning.

• Facebook: between 40 and 80 characters;
• X (formerly Twitter): 100 characters;
• Instagram: 140 characters.

THE ORGANISATION OF A PRESS CONFERENCE

The invitation:

The press conference:

• Send it at least 1 month before the press conference;
• Research the media to know the different contacts;
• Specify the relevant sections "for the sports and society sections";
• Present the subject of the press conference and some highlights to spark the journalist's interest.

• Ensure you have a guest list; when welcoming your guests
• Introduce the speakers;
• The objective is to announce your new sports and autism project and present it as a preview: how the project was born, some information about the situation of autistic people in your area, what activities will be offered, etc.;
• Send a one-page press release just after the press conference using the 5 W rule: Who, Why, Where, When, What, to explain your project.

The choice of the date and time:

• Organise it between 7 and 10 days before the start of the activity;
• Between Tuesday and Friday;
• Choose a day without any other major events;
• Preferably in the morning;
• Avoid summer (July-August).

Communication barriers:

Difficulty understanding situations or expressing needs.

Pay attention to lighting

• Just in case, have sunglasses available.
• Use natural light as much as possible to create a calming atmosphere.
• Provide shaded areas or options for people who may be sensitive to sunlight.
• Etc.

Benefits for neurotypical people:

Inclusive programs promote positive attitudes among neurotypical participants toward autistic people and strengthen empathy and cooperation.

Aggression:

It can manifest itself in different forms. It can be towards others (shouting, scratching, biting, hitting, pushing, etc.), towards objects, materials (destruction or deterioration) and towards oneself (self-mutilation, scratching, hitting oneself, etc.).

Lack of autism training for caregivers may affect their ability to effectively include autistic people.

Outdoor sports:

Indoor sport:

Les interactions avec les coéquipiers, les bruits et les lumières peuvent être sources de stress.

Team sport:

Group with the presence of a relative

Activity involving an animal:

Outdoor sports:

The escape:

This manifests as a physical escape from the activity, interaction or place.

Le manque de programmes sportifs, de professeur.e.s et de soutien de la part de la famille et des proches peut entraver la participation.

Pay attention to lighting

• Just in case, have sunglasses available.
• Use natural light as much as possible to create a calming atmosphere.
• Provide shaded areas or options for people who may be sensitive to sunlight.
• Etc.

Pay attention to lighting

• Just in case, have sunglasses available.
• Use natural light as much as possible to create a calming atmosphere.
• Provide shaded areas or options for people who may be sensitive to sunlight.
• Etc.

Le trouble anxieux est généralement présent chez les personnes autistes. Cela peut impliquer des phobies, de l'anxiété sociale, des troubles de panique, des trouble anxieux généralisés, etc.

Associated conditions:

Pain, gastrointestinal upset, anxiety, depression or neurodevelopmental problems like ADHD (attention deficit hyperactivity disorder).

Aggression:

It can manifest itself in different forms. It can be towards others (shouting, scratching, biting, hitting, pushing, etc.), towards objects, materials (destruction or deterioration) and towards oneself (self-mutilation, scratching, hitting oneself, etc.).

The prevalence rate of epilepsy in autistic people is said to be higher than in neurotypical people. It is a chronic neurological disease.

The withdrawal:

This can manifest as withdrawing, refusing interaction, refusing to participate in the activity, etc.

Autism can be associated with Down syndrome.

Individual course:

THE MANAGEMENT OF YOUR WEBSITE:

• Ensure that you have updated your website calendar with the details of any upcoming events related to the project;
• Publish the project press release;
• Regularly publish articles or interviews with people involved in the project.

Team sport:

Groupe avec un proche

Benefits for neurotypical people:

Inclusive programs promote positive attitudes among neurotypical participants toward autistic people and strengthen empathy and cooperation.

Le manque de formation des encadrants en matière d'autisme peut affecter leur capacité à inclure efficacement les personnes autistes.

Intellectual disability can be associated with autism. This causes difficulties in learning, solving problems, memorizing, reasoning, etc. These intellectual abilities can be more or less impacted.

Autistic people may have learning disabilities such as dyslexia, dyspraxia, problems with reading, writing, etc.

Autistic disorder is sometimes associated with attention deficit hyperactivity disorder (ADHD).

Pay attention to noise

• If you play music, check that it is not a problem.
• Just in case, have noise-canceling headphones or earplugs available.
• Disguise certain sounds by masking them with "white noise", a randomly generated tone that combines all sound frequencies simultaneously.
• Etc.

THE MANAGEMENT OF YOUR WEBSITE:

• Ensure that you have updated your website calendar with the details of any upcoming events related to the project;
• Publish the project press release;
• Regularly publish articles or interviews with people involved in the project.

15 minutes

Some autistic people...

...can speak and others communicate in other ways.

...need a lot of help in daily life while others just need a little support.

...have intellectual disabilities and others do not.

Objectifs :

• Connaître les étapes clés pour monter un projet.
• Sélectionner le ou les sports qui seront déployés.
• Identifier la configuration de groupe adéquate à la structure.

For more information:

Consult the manual "Step to Develop a Program for Autistic Individuals9" created as part of the SISAAP project, which was one of the partners in the Sacree project (SUZAH). Click here: https://urls.fr/t6s60F (EN)

Increased participation:

Autistic people make up about 1% to 2% of the European population, or up to 9 million people. Including them in your programs can increase participation rates.

40 to 80% of autistic people have sleep disorders.

The escape:

This manifests as a physical escape from the activity, interaction or place.

Pay attention to odors

• Clean and maintain sports equipment, mats and other surfaces regularly to prevent odor build-up.
• Ensure good ventilation before each session.
• Opt for unscented or low-odor cleaning products.
• Etc.

Outdoor sports:

Indoor sport:

Alternative and augmented communication

Augmentative and alternative communication (AAC) may be a solution. AAC encompasses a variety of modalities, including gestures, sign language, images, photographs, objects, videos, and written words. Indeed, communication tools, whether physical or electronic (cell phones, tablets, or computers), are often used. Adopting AAC strategies can promote social interaction and facilitate deeper understanding (Hyman et al., 20202). Keep in mind that autistic people do not necessarily use the same banks of pictograms.

Pay attention to noise

• If you play music, check that it is not a problem.
• Just in case, have noise-canceling headphones or earplugs available.
• Disguise certain sounds by masking them with "white noise", a randomly generated tone that combines all sound frequencies simultaneously.
• Etc.

Visibility and societal impact:

Such an initiative positions you as a player in inclusion and social innovation, while increasing the visibility of your organization.

The withdrawal:

This can manifest as withdrawing, refusing interaction, refusing to participate in the activity, etc.

The escape:

This manifests as a physical escape from the activity, interaction or place.

Skills development:

Supporting autistic people allows staff to develop skills that can be transferred to other audiences, thereby enriching their professional practice.

Lack of sports programs, teachers, and support from family and friends can hinder participation.

Pay attention to odors

• Clean and maintain sports equipment, mats and other surfaces regularly to prevent odor build-up.
• Ensure good ventilation before each session.
• Opt for unscented or low-odor cleaning products.
• Etc.

The withdrawal:

This can manifest as withdrawing, refusing interaction, refusing to participate in the activity, etc.

1 to 1 :

Change of routine and lack of predictability:

Sudden changes or lack of structure.

Objectives:

• Understand the communication modes of autistic people.
• Know how to structure the environment and content of the session.

THE ORGANISATION OF A PRESS CONFERENCE

The invitation:

The press conference:

• Send it at least 1 month before the press conference;
• Research the media to know the different contacts;
• Specify the relevant sections "for the sports and society sections";
• Present the subject of the press conference and some highlights to spark the journalist's interest.

• Ensure you have a guest list; when welcoming your guests
• Introduce the speakers;
• The objective is to announce your new sports and autism project and present it as a preview: how the project was born, some information about the situation of autistic people in your area, what activities will be offered, etc.;
• Send a one-page press release just after the press conference using the 5 W rule: Who, Why, Where, When, What, to explain your project.

The choice of the date and time:

• Organise it between 7 and 10 days before the start of the activity;
• Between Tuesday and Friday;
• Choose a day without any other major events;
• Preferably in the morning;
• Avoid summer (July-August).

15 minutes

Objectives :

• Understanding the characteristics of autism
• Discovering the impact of sport on autistic people
• Identifying risky behaviors and remediation strategies

Social environment:

Problems at home, school, work or play.

Team sport:

Pay attention to noise

• If you play music, check that it is not a problem.
• Just in case, have noise-canceling headphones or earplugs available.
• Disguise certain sounds by masking them with "white noise", a randomly generated tone that combines all sound frequencies simultaneously.
• Etc.

Visibility and societal impact:

Such an initiative positions you as a player in inclusion and social innovation, while increasing the visibility of your organization.

Being overweight is a condition often associated with autism. It can result from several factors: low level of physical activity, unbalanced diet, metabolic diversity influenced by medications, etc.

Aggression:

It can manifest itself in different forms. It can be towards others (shouting, scratching, biting, hitting, pushing, etc.), towards objects, materials (destruction or deterioration) and towards oneself (self-mutilation, scratching, hitting oneself, etc.).

Abuse:

Discrimination, mistreatment, mockery, harassment.