CHAPTER

Physical Education &Sports

4 for CWSN
(Children with Special Needs-Divyang)

Learning Outcomes
After completing the unit,the students willbe able to:
> Value the Advantages of Physical Activities for Children with Special Needs.s
Differentiate Between Methods of Categorization in Sports for CwSN.d
Understand Concepts and the Importance of Inclusion in Sports.
Create Advantages for Children with Special needs through Physical Activities.
Strategies Physical Activities Accessible for Children with Special Needs.

In modern world, every differently-abled individual

has the right to participate in the programmes
of physical education and sports, Sports for
differently-abled are plaved by individuals with
a disability, including physical, cognitive and
264

intellectual disabilities. Most of the sports for

differently-abled are just modified forms of the
the needs
normally existing sports in order to meet
and thus
of individuals with certain disability
they are usually referred to as adapted sports.
individuals
Nowadays, sports for differently-abled organised An athlete in Paralympics
called
are organised officially. These are disability
Sports for the sportspersons with a disability groups: the deaf (hearing
main
Which is generally divided into three disabilities and persons with intellectual
parment), persons with physical sports provide ample opportunities to
alsabilities. Physical education and energetic life.
to lead a fruitful and
differently-abled persons
Meaning of Disability mentally
who does not want to be physicallyfit, wants
There is no one on this planetand emotionally balanced. Every individual
alert, socially well-
-adjusted
Needs-Divyang) 4.1
(Children with Special
Pyslcal Education and Sports for CWSN
 to remain healthy and attain wholesome development. Nobody
hindrance or obstacle in the way of his/her life. We all want to enjoy life,Wants any
is full of joy and pleasure. However, there are people who are unable
their desires and longings due to a disability. to whimeech
Disability is an impairment that may be cognitive, developmental,
mental, physical, etc. It affects everyday activities of the intel ectual.
inndividual
considerable amount. It may be present in an individual from birth Or to a
during one's lifetime. Disability has different meanings in different societi occur
the world. Disability is an injury that restricts the functions or
an individual. It is the consequence of an impairment caused to an movements of
individual.
It can be said that it is essentially a medical condition which does not permit
individual to perform any activity or movement in a normal way.
Disability means inability to do work. In fact, it is the state of an individual
when he/she cannot work efficiently.
"Disability is the reduction of functional ability to lead daily fruitful life."
According to(World Health Organisation, "A disability is a restriction or lack
(resulting from impairment) of ability to perform an activity in the manner or
within the range considered normalfor a human being."
"Disability is an impairment that may be cognitive,
developmental,
mental, physical, sensory or some combination of these. intellectual,
It substantially affects a
person's life activities and may be present from birth or
lifetime." occur during a persons
"Adisability is a functional limitation or
perform an activity." restriction of an individual's ability to
It means that it is an
or movements of an impairment that creates obstructions in normal functi0ns
individual. It limits and restricts the activities of a persou.
ORGANIZATIONS PROMOTING
Paralympics, Deaflympics) DISABILITY SPORTS (Special Olympa
Special Olympics
Special Olympics were started by
Eunice Kennedy Shriver, sister of
John F. Kennedy, the former president
of USA. In fact, she believed that Special
cqualopportunities and experiences
anyone else, people with special
with
as Olympics
could compete far more than needs ever
thought possible. She was convinced athletes
that children with
intellectual disabilities could
sportspersons and that through sports they can realise be exceptional '&rowth
potentialfor
their
and development.
Education-x1
4.2
Health and Physical
 Keeping this in mind, she started a day camp for
children with intellectual disabilities at her home. She
invested a lot of efforts to start these games. Owing
in
to her efforts, the first Special Olympics were held
from USA
July 1968 jn Chicago. About 1000 athleteswhich was
and Canada participated in one-day event, Chicago
a joint venture by Kennedy Foundation and
Committee
Park District. In 1971, US Olympic
approval to use
gave the Special Olympics' official
the name 'Olympics'. France
sent the first set of
the second
athletes from outside North America to
ten nations sent
games held in 1970, In 1972 games,declared Eunice Kennedy Shriver
1986 as
their athletes. The United Nations Founder of Special Olympics
1988, the Special
the year of Special Olympics. Inby International Olympic Committee. In 2003
Olympics were officially organised athletes from 150 nations participated in
approximately 7000
Special Olympics,
18 disciplines.
Symbol Happiness to All the
based on the sculpture "Joy and
The Special Olympics logo islogo is a symbol of growth, confidence andioy among
Children of the World". Thedisabilities whoare learning coordination, mastering
children and adults with and preparing themselves for richer and
competitions
skills,participating in
more productive lives.
Seial Olympic Flame carried to and lit at
the torch that is
Ihe "Flame of Hope" is the name given to
Special Olympic Games.
Special Olympics (Summer) Held So Far
Year and Venue of the Venue
Year
Year Venue Raleigh
1999 Chapel Hill, Durham and
1968 Chicago Dublin
2003
1970 Chicago
2007Shanghai
1972 Lo8 Angeles
Athens
1975 |Mount Pleasant 2011
2015 Los Angeles
1979Brockport
1983 Baton Rouge 2019
Abu Dhabi
Berlin
1987 Notre Dame and South Bend 2023
Perth (Scheduled)
1991 Minneapolis and Saint Paul 2027
1985 New Hayen
4.3
Speclal Needs-Divyang)
Physical Education and Sports for CWSN (Children with
Lhetollowing games and sports are included in Special Olympics:
Athletics (Track and Field)
Badminton " Kayaking
" Basketball " Netball
Bocce " Powerlifting
" Bowling "Roller Skating
" Cricket " Sailing
Cycling " Snowboarding
" Equestrian " Snowshoe running
" Figure Skating "Skiing: Alpine and Cross-Country
" Floorball " Softball
" Floor Hockey Speed Skating: Short-track
" Football (Soccer) Swimming: Pool and Open-water
" Golf " Table Tennis
Gymnastics: Artistic and Rhythmic " Tennis
Handball " Triathlon
Judo
" Volleyball
Paralympic Gamnes
ParalympicGames are a major international
multi-sport events for the athletes with
various disabilities such as athletes with
mobility disabilities; amputations, blindness
and cerebral palsy. Paralympic Games
are held at an interval of every four
years following the Olympic Games. These
games are governed by the International
Paralympic Committee. The first Paralymnjc
Games were held in Rome in 1960. However,
theParalympic word was used Paralympic games logo
officially in
1988 Summer Olympic Games which were held in Seoul. These were Sumner
Paralympic Games. The first Winter Paralympic Games were held in 1976in
Sweden. The Winter
Paralympic Games are also held after every four years.
EXTENSION
Cind out the Indian para athletes who have ACTIVITY
won medals at the Paralympics andSpecia
Olympics.
" Name their disability they
uow many otie para suffer from and the sports/game in which they won theAvward?
medal.
athietes Won Arjuna Award and Rajiv
Gandhi Khel Ratna
4.4
Education-x
Health and Physical
Opening Ceremony
The opening ceremony begins with the hoisting of the host country's flag and
ondition of its national anthen. After the national anthem, the athletes come for
march past into the stadium grouped according to their nations. All the nations
enter the stadium alphabetically according to the host country'schosen language.
However, the host country's athletes enter last into the stadium. After that host
nation presents its culture in the form of music, dance and singing,etc. Formal
opening of the games is announced. At last, Paralympictorch is brought into
the stadium and passed on until it reaches to the final torch bearer who finally
lights the Paralympic flame.
(Closing Ceremony
After the conclusion of all the sports events, the closing ceremony begins. Flag
bearers from each participating country enter the stadium, followed by the
athletes who enter together without any national distinction. The Paralympic
flag is taken down. The games are officially closed and the Paralympic flame is
extinguished.
le.6.24
EXTENSION ACTIVITY
Which para athlete's story do youthink is most motivational for
towards sports? Prepare a brief report and put it on the notice boardencouraging students
with the permission
of school Principal.

International Paralympic Committee

It isa global governing body of the Paralympic movement. The International
Paralympic Committee organises the Summer and Winter Paralympic
also serves as the International Federation for nine Games. It
and coordinates the world championship and other sports, for which it supervises
enable Paralympic athletes to achieve sporting competitions. Its vision is to
the world'. It was established on 22 excellence and inspire and excite
September, 1989. Its headquarter is in Bonn
(Germany). Its main aim is to develop sports opportunities
an impairment from the beginner to the for all the people with
elite level.
Categories of Disability
he International Paralympic Committee has
established ten disability categories
nciuding physical, visual and intellectual impairment.
dlsabilities can participate in the Paralympic Games though Athletes with one of these
allow for every disability category. Physical impairment ornotdisability
every sport can
includes
impaired muscle power, impaired passive range of movement, loss of limb, leg
length difference,
of one or short stature, etc, Visual impairment includes impairment
more Component of visual
Igniicant impairment of intellectual system. Intellectual disability includes the
functioning. The International Paralympie
Commi t ee mainly Serves athletes with physical and visual disabilities whereas
hellectualdisability has been added to some Paralympic games.
yslcal Education and Sports for cWsN (Children with Speciat Needs-Divyang 4.5
Deaflymples
Farlier, theDeaflvmpics used tobe called World
Games for the Deaf. The Deaflympics nre an
International Olympie Committee-sanctioned
event in which deaf athletes compete at an
eite level In Deafly mpics, the starter's gun,
bull horn ommands or referee whistles are not
usedas seen inthe Olympics, the Paralympics
and the Special Olympics. Flags or any visual
signal are used to alert the participants. These
games have been organised by the International
Committee of Sports for the Deaf since the first
event. The Deaflympics are more than just the Deaflympics
world's second oldest multiple sports after Olympics. These games are
fastest growing sports events. the world's
The Deaflympics are held once in four years. The
(France) in 1924, were also the first ever first Games, held in Paris
international sporting event for
athletes with a disability. Since 1924, these games
after every four years. However, these games were have been held persistently
not held twice due to World
War II. Deaflympic Winter Games started in 1949. In
athletes from 9 European countries participated in these 1924, in Paris, only 148
1965, these games were officially called the games. From 1924 to
and sometimes these games were called the International Games for the Deaf
1966 to 1999 they were called the "World Games"International Silent Games." From
were also referred to as the "World Silent for the Deaf". Occasionally, they
Games", Since 2001, these games are
known as "Deaflympics". The motto of Deaflympics
Till now, the Deaflympics have been hosted by is "equality through sports".
36 cities in 21 countries. The
main purpose of Deaflympics is to provide
disability to participate in elite sports. opportunities to persons with hearing
The athletes who have a hearing loss of at least 55
are allowed to participate in Deaflympics. decibels in their better ear
are not allowed to be used in the Hearing aid, cochlear inmplants, etc.,
competition.
EXTRA EDGE
Besides the obvious, how do the Deaflympics differ from the Olympics?
There are several
dfferences in the way the games are run. The Deaflympic referees don't use whistles; instea0
they use flags. On the track, races are started by a light rather than the sound of a
pistol. n
addition, spectators watching the games often wave with both hands to cheer their athlete
on rather than yelling or clapping.
Howeve, the Deaflyrnpics make sure not to alter the rules of sports in any way. All of the events
are piayed the same way they are at the Olympics.
4.6 Health and Physical Educatlon-X1
 1 Summer
Sportsin, Deaflympies
Athletics Handball
Tackwondo
Badminton Judo
'Tennis
Basketball Karate
Volleyball
Beach Volleyball Orienteering Water Polo
Bowling Shooting Wrestling Freestyle
qeingRoad Swimming Wrestling Greco-Roman
Football Table Tennis
Sportsin Winter Deaflympics
AlpineSkiing Ice Hockey
(ross Country Skiing Snowboard
Curling

EXTRA EDGE
These games were originally known as "International Silent Games" before they became "World
Games for the Deaf". The most recent name the "Deaflympics" was formally adopted in 2001.
Summer Deaflympics Held So Far
Games Year Host City Country
1924 Paris France
II 1928 Amsterdam Netherlands
III 1931 Nuremberg Germany
IV 1935 London Great Britain
V 1939 Stockholm Sweden
VI 1949 Copenhagen Denmark
VII 1953 Brussels Belgium
VIII 1957 Milan Italy
IX 1961 Helsinki Finland
1965 Washington DC United States
XI 1969 Belgrade Yugoslavia
XII 1973 Malmö Sweden
XIII 1977 Bucharest Romania
XIV 1981 Köln West Germany
XV 1985 Los Angeles United StatesO
XVÊ 1989 Christchurch New Zealand
XVII 1993 Sofia Bulgaria
XVIII 1997 Copenhagen Denmark
XIX 2001 Rome Italy
yslcal Education and Sportsfor CWSN (Children with Special Needs-Divyang) 4.7
 XX 2005 Melbourne Australia

XXI 2009 Taipei, Chinese Taipei

XXII 2013 Sofia Bulgaria
XXIII 2017 Samsun Turkey
XXIV 2021 Caxias do Sul Brazil

XXV 2025 Tokyo Japan

Winter Deaflympics Held So Far

Games Year Host City Country
1 1949 Seefeld Austria
1953 Oslo Norway
III 1955 Oberammergau Germany
IV 1959 Montana-Vennala Switzerland
V 1963 ¢re Sweden
VI 1967 Berchtesgaden West Germany
VII 1971 Adelboden Switzerland
VIII 1975 Lake Placid United States
IX 1979 Méribel France
X 1983 Madonna di Campiglio Italy
XI 1987 Oslo Norway
XII 1991 Banff Canada
XIII 1995 Ylläs Finland
XIV 1999 Davos Switzerland
XV 2003 Sundsvall Sweden
XVI 2007 Salt Lake City United States
XVII 2011 Vysoké Tatry, Slovakia Slovakia
XVIII 2015
Khanty-Mansiysk Russia
XIX 2019 Sondrio Italy
XX 2024 Ankara Turkey
2. CONCEPT OF CLASSIFICATION AND DIVIsIONING IN SPORTS
The main purpose of classification and divisioning in sports is totypes provide
equal and fair competition to the athletes/sportspersons with various
disabilities. The objective is same to the grouping system used in mainstream
categories
sports and games according to the age group, gender and weight disabihty
The common aim of any type of classification or division in sports of gender
is to eliminate or reduce the effect on sports performanee owing to age,athletes
weight ategories or abilities. In fact, classification determines which
d Physical Educatio-X
4.8 Health and
are eligible tocompete in sports and games and how those athletes are grouped
far the competition.This process is essential in order to eliminate or minimise
he impact of the athletes' disabilities on sports performance. For a clear-cut
anderstanding of "classification" and "divisioning" in the field sports and games,
it is essential to know their meanings.
Classification: Classification is a process of grouping related to Paralympics
and Para-athletes. "The classification process provides categories to athletes or
sDortspersons based on different types of disabilities.t
Divisioning: Divisioning is a process of grouping related to Special Olympics.
It is a performance-based system of grouping of athletes/sports sportspersons. lt
structure
is based on their level of skill. Special Olympics uses divisioning" to ability in
competitions so that athletes compete with other athletes of similar
encouraged to
equitable divisions. All these athletes of all ability levels are
participate in Special Olympics.
Classification in Paralympics
Paralympic Committee (IPC).
Paralympics are governed by International
per the rules and regulations
Classification in Paralympics is performed asClassification
The is used to decide
of International Paralympic Committee.
each of sports. It aimsto create a level
which athletes are eligible to compete inclasses based on their ability to perform
into
playing field by grouping athletes competing
Each athlete at paralympics goes through an
acertain activity.
"Classifiers". They are appointed by the
evaluation conducted by officials called
International Governing Body.
eesro
Process of Classificationao obloct he major-events, before and
place at all
It is along term process which takes in the process
competition. There are various steps which are involved
during
in Paralympic is to determine
of classification.
process of classification
The first step in the eligible impairment or not.s
Whether the athlete has an Classification
Impairments in Paralympics for
Eligible opportunities for athletes with physical,
offers sports
Ihe Paralympic Movementimpairments. These impairments can be divided into 10
Vsual and intellectual
including physical impairments, visual impairment
engible imnpairment types must be permanent in nature.
and intellectualimpairment. These impairments International
Impairments, which are recognized by conditions
There are following Eligible along with examples of different health
Committee(IPC)
Paralympic
that may lead tothose impairments. Reduced force generated by muscles or
power: the body.
)Impaired muscle occur in one limb or the lower half of
nuscle groups, may spinal cord injury (complete or incomplete)
Examples may include post-polio syndrome and spina bifida.
muscular dystrophy, Needs-Divyang) 4.9
(Children with Special
Physical Education aand Sports for CWSN
 (ü) Impaired passive range of movement: Athletes with
range of movement have a limitation or restriction or a lack of passive
movement in one or more joints, Examples include
impaired
contracture resulting from chronic joint immobilization Or
arthrogry posis
or
affectinga joint.
(i) Loss of limb or limb deficiency: Athletes with limb
trauma
deficiency
total or partialabsence of bones or joints as a consequence of traumahave
(
example, traumatic amputation), illness (for example, amputation d
to bone cancer) or congenital limb deficiency (for example, dysmelia)
(iv) Leg-length difference: Athletes may have a difference in the length f
their legs due to a disturbance in limb growth or as a result of traume
() Short stature: Athletes with short stature have a reduced length
in the bones of the lower limbs and/or trunk. Examples may include
achondroplasia, growth hormone dysfunction and osteogenesis
imperfecta.
(vi) Hypertonia: Athletes with hypertonia have abnormal increase in
muscle tension and reduced ability of a muscle to stretch caused by
damage to the central nervous system. Examples, include cerebral palsy,
traumatic brain injury and stroke.
(vii) Ataxia: Athletes with ataxia have lack of coordination of muscle
movements. These are caused by damage to the central nervoussystem.
Examples include: cerebral palsy, traumatic brain-injury, stroke and
multiple sclerosis.
(viii) Athetosis: Athletes with athetosis have continual slow
involuntary
movements. Examples, include cerebral palsy, traumatic brain injury
and stroke.
(ix) Visual impairment: Athletes with impaired vision
have reduced or no
vision caused by damage to the eye structure, optical nerve or optica
pathways or visual cortex of the brain. Examples include retinis
pigmentosa and diabetic retinopathy.
(x)Intellectual impairment: Athletes with an intellectual impairment
have a restriction or limitation in
behaviour which affects conceptual,intellectual functioning and adaptive
social and practical adaptive sk
required for everyday life. This impairment must be present before tne
age of 18.
The presence of a permanent elhgible imnpairment must be
of medical diagnostic information that must be proven by me
evaluation.
presented prior to athle
The second step is usually a functional assessment which includes two
narts: first of allobserving an athlete in training and then observing an athie
in competition.
the
The third step is to decide athlete's sports class, In this proces There
classification panel assesses which sport classthe athlete will compete in.
Education-XI
4.10 Health and Physical
 various sports classes based on the level of imnpairment. In athletics, for
example, F11-13 (visual impairment), F20 (intellectual impairment), F 40-41
are

stature), F 42-44 (leg impairment), F31-34 (wheelchair for athletes

(shortmovement disorder) and F 51-57 (wheel chair events with a lower body
with
impairment). The above classification is related to throwing events. T 33-34 and
51-54is related
to wheelchair racing.
Divisioningin Special Olympics
The unique difference that sets Special Olympics competitions apart from those
competitions is that athletes of all ability levels are encouraged Ito
of other sports
participate and every athlete is recognized for his/her performance. Competitions
structured so that athletes compete against similar ability athletes in
are
equitable divisions. Indeed, athletes are matched with others of the same gender,
ahout the same age and most significantly of about the same competitive ability.

Divisioning Process for Special Olympics

The following process is undertaken for divisioning for Special Olympics.
Step l: Divide athletes by Gender i.e., male and female.
Step 2: Divide athletes by Age. Divide male and female into the
following age groups: o
Individual Sports Team Sports
8-11 years i s e o b 15 and u n d e r 6
12-15 years e s h16-21 years
22 and above
16 21 years
22-29 years
30 and above
which are recorded by
Step 3: Divide athletes by their skill ability scores
and at the site of events.
a commnittee through preliminary
IMPLEMENTATION
CONCEPT OF INCLUSION, ITS NEED AND
Concept of Inclusion called
of education that is why it is and
The term 'Inclusion' is used in the fieldapproach
ab to educate both normal
InclusivewithEducation. it is an
In fact,
educational needs together. Inclusive
sudents disabilities or with special
students learn while sharing
education
the same
means normal students and special
interacting
needs
socially and academically. It can be
ated thatphysical space and
in this education differently abled children are educated with normal
together in one classroom
children within the
and community. ln inclusive It brings
Same roof,education, all students
students with special needs spend most
completely rejectsthe
their time with non-special needs students. Inclusion
Needs-Divyang) 4.11
hysical Education and Sports for CWSN (Children with
Special
 use of specifie school or classrooms to separate students with
students without disabilities.
Inclusion in Sports: Inclusion in physical education and sports is
disabilitiesfrom
the students with disabilities to participate in all the activities,
These related
get equal chance to participate in all the activities and they also learn students
to
curriculum just like other students. It would bethe idea ofbreaking the same
down
barriers, so that all the CWSN have equal chance to take part in
physical education and sports, regardless of disability.
these
programmes
of
Need of Inclusive Education
Inclusive education provides perfect training of real life. All students, with o
without disabilities, learn to interact and work
there is a dire need as well as importance of collectively. Indeed, in India
importance of inclusive education are stated below.inclusive education. The need and
1. For Self Esteem: Each and
it may be seen that differentlyevery individual has self-esteem. Generally.
abled
studies conducted in this field indicate individuals are less strong. Research
school the students with disabilities have that after inclusion in a regular
confidence. They display qualities of shown improvements in self
in their ability to interact
with one
self-efficacy. They develop confidence
live. another and the society in which they
2. For Better Social Skills and
provides ample opportunities to haveCommunication:
better
Inclusive education
with disabilities and social relations among students
without
are learnt properly through disabilities. As a matter of fact social skills
disabilities get a better observation and imitation. Students with
understanding
feel exhilarated about being of the world around
part of the regular them. They
case studies show that
children with autism community. number of
social behaviour while being
A
with other childrendemonstrate change in ther
communication skills are improved a lot. without disabilities. Ther
3. Greater
disabilitiesSensitivity:
It is usually
become more sensitive by
observed that students without
special needs. They understand how learning along with students witn
and learn empathy. words can hurt.. They practise
A. For Better patience
with or withoutUnderstanding of Strengths and
special needs in inclusive Weaknesses: Students
individual has strengths as well as schools learn that each and every
these differences. weaknesses. They learn to appreciate
5. For Better Sense off
Belongingness:
Inclusive education is essentialfor
having a better sense of belongingness among
special needs. It teaches the value of anotherstudents
human with and withou
being-no matter
what that person looks or sounds like, Students with special needs
enjoy the
4.12 Health and Physical Education-Xj
 feeing ofbbelongingness, being loved, having relationship and friendships
with students without special needs, Students without special needs also
show increased awareness of tolerance and better
students with special needs, understanding of other
6. Higher Acadenic Achievement: Inclusive education is beneficial for the
students with special needs because research studies conducted in this
that these students have done academically well than in field
education.
exclusive
- Bor Improvement in Motor Skills:
ie needed for improvement in motor skills Inclusion in physical education
of
mheir movements become efficient and refined. students with disabilities
improved up to some extent.
Even level of fitness is also
s For Friendship and
Socialization: Students with and without
intellectual disabilities will have ample opportunities for positive
interactions and the development of long-lasting social
inclusive sports play a vital role in developing friendships. In this way,
among the students with and without friendship and socialization
9. For Meaningful Inclusion: In intellectual disabilities.
active participant and have a inclusive sports, each student will be an
fitness activity. valuable role on a team or in a sports for
10, For Skill
Development: In unified sports or inclusive sports, students will
enhance their overall physical fitness and develop
enable them to participate in the sports with specific sports skills that
11. For Personal
Growth: In inclusive sports,greater proficiency.
intellectual disabilities will benefit from physicalstudents
and
with and without
participating in a mental challenges by
12. For Promoting variety of sports and games.
students with andTolerance
without
and Reducing
Bullying: In unified sports,
intellectual disabilities
side. As a result, there are less learn and play side-by
of intolerance. chances of bullying, teasing and other acts
13. For
Improving
opportunities to the Physical Fitness: Inclusive sports provide ample
students with and without
improving physical fitness. Hence, inclusive intellectual disabilities for
sports are essential for overall education as well as inclusive
intellectual disabilities. development students with and without
of

Implementation
In India, the
of Inclusive
Education in India
number of children/n/persons
really large. They with disabilities or special needs is
have a number of
incdusive
in India education.
so that theNow, it is
problems in getting education especially
important that inclusive education is implemented
thandere Were many greatbenefits are enjoyed by all individuals, We know that
scientists like Thomas Alva Edison, Albert Einstein
Graham Bell who had learning disabilities. Considering the benefitsthat
Physical Education and Sports for CWSN (Children with Special Needs-Divyang) 4.13
 we could derive by educating children with special needs along with
without disabilities in inclusive education, Government of India
pointers that can build a strong as well as effective educationshould
country. Government of India should emphasize on the following system in
chprilodposeren
the
effective implementation of inclusive education. measures
for
1. The Right to Education is to be made effective in all states so that
child receives education and through inclusion, addressing
special needs is also taken care of. children every
w
with
2. Teachers, especially in rural areas, are to be trained wellsDeciolSo they are
are
equipped with the required knowledge to teach children with
in an inclusive system of education. Workshops to be conducted to keep them
abreast of the recent developments in inclusive education.
3. Regular analysis of schools, curriculum and amenities are to be done to
develop asupport team to give access to the regular curriculum method
to children with difficulties in learning. This is possible with a flerihl
approach whereby teachers and students are able to rectify the problem.
that they face during the teaching-learning process.
4. Parents should be taken as a resource and be involved in decision-making
process to enhance their child's learning. They are to be made partners in
the education so that a collaborated effort would result in effective inclusive
education.
5. For proper implementation of inclusive education in schools the differently
abled students should be treated equally as normal students. In fact, the
differently abled students should not be looked at sympathetically. They
should be recognised by their talents, capabilities and abilities.
6. To enroll children with special needs in regular schools requires a lot of
adjustments in terms of classrooms, transport facilities and educational
materials. Materials should be provided based on the needs of the students
so that they are able to learn along with their regular peers. These include
books, stationery, assistive devices, audio textbooks or Braille textbooks,
etc.
7. A suitable examination system and periodic evaluation of children with
special needs to be in place to meet the challenges and changing trends in
special education. Curriculum experts should carefully design programmes
so that curriculum is made parallel for all the children with or without
special needs in inclusive education.
8. Sincere efforts should be made to develop good relations between families of
students with disabilities and without disabilities. In this way, both types
of students i.e., with or without disabilities will also develop good relations
among themselves. It will be helpful in creating an appropriate environme
for implementing inclusive education.

4.14 Health and Physlcal Education-XTL

 related materials
a Forproperimplementation ofinclusive education,students
ike uniforms, books, stationery, transport allowance, stipend for girls,
boarding and lodging facilities, therapeuticservices, teaching and learning
materials, assistive devices,ete., should be provided to students with special
needs by the schools,
10 Inclusive education should be flexible. The flexibility in this field should be
reflected in the teaching methods and materials provided to the students
with disabilities.
for the whole
11. Aschool should form a support team to develop strategieseducational needs.
school to meet the requirements of students with special
Government as well as the school
In conclusion it can be said that the measures for effective
teachers should lay due stress on the above-mentioned
implementation of inclusive education.
ACTIVITIES FOR CHILDREN WITH
4. ADVANTAGES OF PHYSICAL
SPECIAL NEEDS
as positive role in the life of
Physical activities can play a significant as wellwealth of evidence to support
children with special needs. In fact, there is a
During the past three decades
physical activities for children with disabilities. activities result in improved
physical
a number of studies have revealed that with special needs.
functional status and quality of life among children
activities can provide significant benefits for the children with
In fact, physical advantages/benefits of physical activities for
special needs. Following are the
children with special needs.
1. Physical Improvements: Children,
who suffer from cognitive disabilities
are most likely to suffer from physical
impairments as well. These children
have substantial problems with
motor skills in hopping, jumping, etc.
Involvement in physical activities
develop
can help these individuals to
fundamental motor and physical
fitness skills. These activities
improve the levels of well-being and
physical health. Physical activities Advantages of Physical Activities for CWSN
enhance the hand-eye coordination,
cardiovascular efficiency. These
flexibility, strength, endurance and even problems such
activities help children with disabilities to fight back against
physical activities help in
as obesity and other lifestyle diseases. In fact,overall fitness.
maintaining healthier bone density and better
Physical Education and Sports for CWSN (Children with Special Needs-Divyang) 4.15
 2. Mental Improvements: Physical activities are not only good for a
body but these are beneficial for their mind too. In fact, physical child',
improve general mood and wellness of children with special needs.
3. Self-esteem: Physical activities are beneficial for children with special
activities
because such activities develop a sense of self-esteem and self-confidence.needsAs
a matter of fact, interaction andinvolvement with other students in
activities help to give children a sense of accomplhshment and confiden physical
4. Reduce the Level of Anxiety, Stress and Depression: Phvsi
activities may help in reducing the level of anxiety, stress and
of children with disabilities. depression
5. 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.
ample
6. Improved Social Interaction: Physical activities provide
opportunities for improving social interaction among children with special
needs. Social relations are developed during involvement in physical
activities.
7. Better Emotional and Psychological Health: Physical activities are
improve
beneficial for children with special needs because such activities
emotional and psychological health.
are beneficial
8. Reduce Risk of Health Complications: Physical activities
decrease
for children with special needs because these activities reduce or
the risk of various health complications like high blood pressure, diabetes
and at the same time improve appetite and quality of sleep.
EXTENSION ACTIVITY

Deepa Malik was born on September 30, 1970 at Bhiwani, Haryana. She was brought up at
Sonipat. She has two daughters. Deepa Malik has proven that physical limitations cannot deter
a strong mind. In 1999, she was diagnosed with a spinal tumour. Even after surgeries, Sne
was left paralyzed from the waist down. However, she managed catering business for seve
years. At the age of 36, she decided to pursue a career in the field of spots. She has wo
58 national and 18 international medals so far in various disciplines. She became splendid
the ud
Indian woman to win medal in Paralympic Games. She is an extra-ordinary biker and s
swimmer, not only this, she is also a motivational speaker. In 2012, she was presente ed
challenged
Arjuna Award. She is also working toward theindependence of other physically
achievements
individuals. She brought laurels to our country. We people feel proud over her
in the field of sports, profile,
Discuss her achievements insmall groups of your class. Also discuss the points in her
which help you in getting inspiration from her life.

Education-XI1
4.16 Health and Physical
 STRATEGIES TO MAKE PHYSICAL ACTIVITIES ACCESSIBLE FOR
5. CHILDREN W WITH SPECIAL NEEDS
Children with special needs or with various
typesof
disabilitiessuch as mental disability,
impairment, speech or language
hearing
impairment, blindness, autism or poor body
hanics, health impairment, etc., have the
rightto developtheir abilities
in a democratic
sriety through the process of education.
S. the following strategies should be taken
intoconsideration to make physical activities
BpSsible for the children with special needs. Strategies to make physical
activities accessible to children
. Medical Check-up: First of all, it is
essential tohave a medical check-up of all the children with special needs
or with various disabilities. Because without medical check-up, the teachers
of physical education cannot come to know about the type of disability
the child is facing. Indeed, if we really want to make physical activities
accessible for the children with special needs, we need to understand the
type of disabilities of the children.
2. Physical Activities Must Be Based on Interests of Children: Indeed.
physical activities must be based on the interests, aptitudes, abilities,
previous experience and limitations of children with special needs. So, the
teachers of physical education should have a deep knowledge of
limitations,
interests and aptitudes of children. After that physical activities
made accessible for children with special needs more can be
3. Equipment Related to easily.
Physical
to the Needs of Children: The Activities Should be According
equipment/objects
activities should be according to the needs of related to physical
should vary in size, shape, colour and weight. children. These equipment
be These
according to the capability and level of children. Aequipment should
child
impairment should use bright coloured ball. A yarn should bewith visual
ballto bring the ball back to tied to the
be provided to children with children. So, various types of equipment must
4. Specific special needs.
Environment Should be Provided: The area of physical
activities should be limited as movement
Fpecial needs are limited, Specially, in case capabilities of children with
of children who have autism,
they must be provided specific
playing area because they may need some
time to relax, Light and sound are also vital for making good
for such children. environment
Physical Education and Sports for CwSN (Children with Special 4.17
Neede-Dlvyanol
 5. A Variety of Different Instructional Strategies Should be Ileea
For performing various types of physical activities, a variety of
different
instructional strategies such as verbal, visual and peer teaching should b
used. It can give children the opportunity to start learning on their own
and become mnore independent. Pictorial books are also vital in terms cf
instructions regarding physical activities.
6. Rules Should be Modified According to the Needs of Children with
Disabilities: In the beginning, rules of the physical activities should be
simple but later on these rules can be modified according to the needs of the
children. They can be provided extra attempt or time to perform a physical
activity. They can also be given additional resting time before doing the next
physical activity.
7. Children's Previous Experience Must be Taken into Consideration:
For making physical activities more accessible for children with special needs,
the concerned teacher of physical education should have comprehensive
understanding and knowledge of children's previous experience about
physical activities.
In conclusion, it can be said that the above-mentioned strategies are
significant to make physical activities accessible for children with special
needs.

Exercises