The incorporation of inclusive education within the area of physical education, specifically in the teaching of physical education aimed at children with autism, has become a challenge for teachers, who encounter various difficulties that limit their ability to improve the quality of teaching due to the problems explained. The main objective was to systematize the theoretical bases and methodologies of physical education and the inclusion of children with autism, for which the PRISMA 2020 method was used. This analysis focused on a selection criterion for the material, taking into account Boolean operators such as “and” and “or.” Bibliographies published mainly in the period from 2019 to 2025 in the Dialnet, Scielo, Redalyc, and Google Scholar databases were reviewed. Theoretical data were analyzed, with a total of 15 articles explaining physical education and the inclusion of children with autism. The results provided key data to professionals in the field of physical education, highlighting relevant information that is considered appropriate strategies for the inclusion of children with autism.
Grace Liseth Andrade Aguiar (Thu,) studied this question.