In addition to the benefits for improving health, physical development, motor skills and the body in general, sports activities also affect the development of empathy, cooperation, cognitive abilities, but also social and emotional competence. During sports activities, using the results of initial and final measurements, we have an insight into motor, and thus general child development over a period of time. In addition to improving the motor development of the child through sports, there is a social component in the activities, ie the inclusion of the child in the company of peers. This is important in relation to children with disabilities and various special needs and their peers of typical and expected development. Because of all the benefits provided by sports activities, it is necessary to provide them to children with disorders as part of early intervention (POU Step by Step, No. 94 2020), that is, to focus on activities that encourage overall motor and cognitive development. The focus should be on the child's progress as soon as the first signs of developmental disorders are noticed, in order to better acquire everyday skills and develop motor skills, but also to reduce or alleviate difficulties in functioning. It is an increasingly common and common practice to include children with disabilities in the educational system in which we encounter various manifestations of difficulties and disorders on a daily basis. One of the more common developmental difficulties is autism spectrum disorders. ''Autism spectrum disorders belong to the group of pervasive developmental disorders that are characterized by qualitative difficulties of mutual social relations and communication models, and limited, stereotypical, repetitive activities and interests (ICD-10, 2012) '' (Bouillet, 2019; p. 139). ''Most definitions of autism spectrum disorder include impaired social interactions, communication, and inventiveness (Tammet, 2006) '' (Bouillet, 2019; p. 139). In approaching children and adults diagnosed with autism spectrum disorder, people who are engaged in their progress need developed empathy, but also social and emotional competence in order to provide them with the best possible quality of social skills. These qualities include a number of adequate programs aimed at the rehabilitation of children with disabilities, and can be in the form of hippotherapy, kinesitherapy, movement therapy, yoga, but also judo as a skill and sport. Sport and exercise greatly help us alleviate problems such as hyperactivity, aggression and outbursts of anger, fear, isolation and withdrawal, depressive disorders, and sleep disorders (Remschmidt, 2009). '' The body and the brain are in constant interaction and one inevitably affects the other. The development of one depends on the progress of the other. Environmental stimulation is important for growth and development ”(Melillo, 2016; p. 255). The aim of resarch is to find out the opinion of parents about the progress of their own child by taking a judo program adequate for a particular difficulty or disorder diagnosed to their child. This paper will present the sports program of judo for children with autism spectrum disorder, as well as the usefulness of the kinesiological approach for children with disabilities through judo skills, obstacle courses and functional and elementary games.