Conditional Participation and the Limits of Adaptation: Ethnographic Insights from Institutional Adapted Physical...

This article explores the tensions between adaptation and normalization in adapted physical activity (APA) for young autistic people in specialized institutions. Based on participant observations of APA sessions and interviews with educators conducted in two specialized medicosocial settings in southern France, the study examines how participation is negotiated in practice. It highlights how strict behavioral rules and time constraints can hinder participation and lead to disengagement or so-called "challenging behaviors." Drawing on crip theory and the neurodiversity paradigm, the analysis reveals how normative expectations shape inclusive practices, sometimes reinforcing ableist assumptions. The authors argue that current APA models often misalign with the embodied experiences and rhythms of autistic youth. However, some practices-such as breaks, individualized adaptations, and attention to individual tempos-can foster engagement and well-being. The study calls for a critical rethinking of APA inclusion strategies, advocating for approaches that center on enjoyment and the recognition of diverse ways of being rather than on behavioral compliance or normalization.