Physical Education & Sports for Differently-Abled
- 1 The Concept of Disability & Disorder
- 2 Types of Disability, its Causes & Nature
- 3 Types of Disorder, its Cause & Nature (ADHD, SPD, ASD, ODD, OCD)
- 4 Disability Etiquettes
- 5 The Advantage of Physical Activities for children with special needs
- 6 Strategies to make Physical Activities Assessable for Children with a special need
- 7 Share this:
- 8 Related
The Concept of Disability & Disorder
Types of Disability, its Causes & Nature
The individual’s, who have this type of disability, usually have the following symptoms:
- Memory disorder: An individual who has auditory problems or difficulty in remembering something that he heard, said or saw before sometime.
- Hyperactivity: An individual with a cognitive disability may not have attention for a long period. He finds it difficult to stay in one place.
- Dyslexia: An individual with a cognitive disability may exhibit dyslexia. It means he may have difficulty in writing, reading, speaking, etc.
- Genetic cause: Abnormalities in genes and genetic inheritance cause intellectual disability in children. Sometimes, diseases, illness, and overexposure to x-rays may cause a genetic disorder.
- Mental health problems: Problems such as depression, bipolar disorder etc. may lead to disability. They tend to be some of the most misunderstood disabilities.
- Accidents: Accidents may occur anywhere, anytime and to anyone. These accidents may happen at the workplace, on the roads or in the air. These accidents may lead to disability.
Types of Disorder, its Cause & Nature (ADHD, SPD, ASD, ODD, OCD)
- Genetic factors: It is not a disorder that passed socially. Studies show that parents, siblings, and children of people with ADHD may be up to five times more likely to have the disorder than the people who are not related to someone with ADHD.
- Brain injuries: When a baby’s brain is damaged before or after birth this could make the baby more likely to develop ADHD later on.
- Low birth weight: It is observed that children with low birth weight are more likely to develop ADHD.
- Trauma and brain diseases: Trauma during birth and brain diseases may lead to developing ADHD.
- Diet: There are a number of evidence which shows that taking a particular type of food or food additives play a significant role in causing ADHD.
- Genetic Factor: Studies indicate that children born to adults who have Autism Spectrum Disorder (ASD) may be at a higher risk to develop SPD. Scientists allude that the cause of SPD is coded into a child’s genetic material.
- Low birth weight: It is also considered one of the causes of sensory processing disorder.
- Environmental factors: Usually, children who are adopted often experience sensory processing disorder due to some restrictions in their early lives or poor parental care. Autism Spectrum Disorder is a disorder that affects development. Here, the word spectrum refers to the range of symptoms and their severity. Generally, young children with ASD have difficulties with communication, language, social skill and behaviour.
- Genetic factors: It seems to play a very significant role. The first thing is that something happens at the time of fetal development that alters genes and secondly, a child inherits problematic genes from one or both the parents.
- Environmental factors: It is not certain that the environment causes ASD. But mothers exposed to high level of pesticides and air pollution may also be at a higher risk of having a child with ASD.
- Biological or Genetic factors: Children are more susceptible to developing ODD if they have a parent with a history of ADHD or ODD.
- Physical factors: the presence of ODD traits has been linked to the existence of abnormal amounts of some brain chemicals. These brain chemicals, known as neurotransmitters, keep the brain chemicals themselves balance properly.
- Psychological factors: Children may develop ODD if they don’t have a good relationship with parents or have neglectful parents or have the inability to develop a social relationship.
- Social factors: Oppositional Defiant Disorder may be due to inconsistent discipline, divorce, poverty, a chaotic environment I the family and exposure to violence.
- When talking with a person with a disability, speak directly to that person rather than through a companion or sign language interpreter.
- When introduced to a person with a disability, it is appropriate to offer to shake hands. People with limited hand use or who wear an artificial limb can usually shake hands. (Shaking hands with the left hand is an acceptable greeting.)
- When meeting a person who is visually impaired, always identify yourself and others who may be with you. When conversing in a group, remember to identify the person to whom you are speaking.
- If you offer assistance, wait until the offer is accepted. Then listen to or ask for instructions.
- Treat adults as adults. Address people who have disabilities by their first names only when extending the same familiarity to all others. (Never patronize people who use wheelchairs by patting them on the head or shoulder.)
- Leaning on or hanging on to a person’s wheelchair is similar to leaning on hanging on to a person and is generally considered annoying. The chair is part of the personal body space of the person who uses it.
- Listen attentively when you’re talking with a person who has difficulty speaking. Be patient and wait for the person to finish, rather than correcting or speaking for the person. If necessary, ask short questions that require short answers, a nod or shake of the head. Never pretend to understand if you are having difficulty doing so. Instead, repeat what you have understood and allowed the person to respond. The response will clue you in and guide your understanding.
- When speaking with a person who uses a wheelchair or a person who uses crutches, place yourself at eye level in front of the person to facilitate the conversation.
- To get the attention of a person who is deaf, tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, slowly, and expressively to determine if the person can read your lips. Not all people who are deaf can read lips. For those who do lip read, be sensitive to their needs by placing yourself so that you face the light source and keep hands, cigarettes, and food away from your mouth when speaking.
- Relax. Don’t be embarrassed if you happen to use accepted, common expressions such as “See you later,” or “Did you hear about that?” that seems to relate to a person’s disability. Don’t be afraid to ask questions when you’re unsure of what to do.
The Advantage of Physical Activities for children with special needs
- Reduced level of anxiety, stress, and depression: physical activities may help in reducing the level of anxiety, stress, and depression of children with disabilities.
- Improved social interaction: physical activities provide ample opportunities for improving social interaction among children with special needs. Social relations are developed during involvement in physical activities.
- Better emotional and psychological health: physical activities are beneficial for children with special needs because such activities improve psychological and emotional health.
- Cognitive benefits: physical activities lead to cognitive skill improvement in children
- with disabilities. These activities allow them to discover and access strengths that cannot be challenged in the classroom setting.
Strategies to make Physical Activities Assessable for Children with a special need
- Medical check-up: if we want to make physical activities accessible for the children with special needs, we need to understand the type of disabilities of children and for this purpose complete medical check-up of the children is required. Because without a complete medical check-up, the teachers of physical education cannot come to know about the type of disability child is facing.
- Activities based on interests: Physical activities must be based on interest, aptitudes, abilities, previous experience and limitations of children with special needs. The teachers of physical education should have deep knowledge of limitations, interest, and attitudes of children.
- Different instructional strategies: A variety of different instructional strategies such as verbal, visual and peer teaching should be used for performing various types of physical activities. By this children get the opportunity to learn by their own and become independent.
- Modification of rules: Rules can be modified according to the needs of the children. They can be provided with extra time or attempt to perform physical activity.
- Specific environment: For special needs children the area should be limited. In the case of children who have autism, they must be provided with a specific area because they may need some time to relax.