PHYSICAL EDUCATION

AND

SPORTS FOR CWSN

CHAPTER - 4
  Concept of Disability and Disorder
 Types of Disability, its causes & nature
(Intellectual disability, Physical disability)
 Aim & Objective of Adaptive Physical
CONTENT Education
 Role of various professionals for children with
special needs
(Counsellor, Occupational Therapist,
Physiotherapist, Physical Education Teacher,
Speech Therapist & Special Educator)
LESSON OBJECTIVES

To make the students aware concept of Disability and

Disorder.
To make students aware of different types of disabilities.
To make students learn about Disability Etiquette
To make the students Understand the aims and objectives
Adaptive Physical Education
To make students aware of role of various professionals
for children with specialneeds.
CWSN

Children who have a disabilities that makes learning or

other activities difficult.
Mental Retardation.
Speech and language impairment.
Physical disability.
Learning disability.
Emotional disabilities.
CONCEPT OF DISABILITY AND DISORDER

Disability:

 It is any continuing condition that restricts one from

performing everyday activities.
 Categories are: Physical, sensory, psychiatric, neurological,
cognitive and intellectual.
Disorder:

 Physical or Mental.
TYPES OF DISABILITY

Physical Disability:
Limitation on the person’s ability to perform physical
functions such as walking, running or functional dexterity
and stamina.
 Breathing, Sleeping, Epilepsy or visual impairment are
classified as PD.
 Can be musculoskeletal or neuromuscular type
INTELLECTUAL DISABILITY

 Results in below-average intelligence quotient (IQ) and mental

ability and lack of skills necessary for learning, problem
solving, judgement, communication and independent living.
 Becomes apparent before 18 years of age.
 Measured by an IQ test.
 Average: 100.
 ID has an IQ of less that 70-75.
  Genetic.
 Poverty.
 Accidents.
CAUSES OF  Malnutrition.
DISABILITY  Environment.
 Diseases.
 Health care.
 Lack of education.
 DISBAILITY ETIQUETTE
Put the person first, ie, say “person with disability” rather than disabled
person.
In case of introduction to a person with disability, it is apt to shake hands.
Always identify yourself when you meet a person with a visual impairment.
Leaning and hanging on a person’s wheelchair should always be avoided,
such act is generally considered annoying.
Always listen carefully as well as attentively when you are having
conversation with a person who has difficulty in speaking.
Keep yourself at eye level in front of the person to facilitate the talk while
taking with a person who is on a wheel chair.
 DISBAILITY ETIQUETTE
Tap the person on the shoulder or wave your hand to get the attention of a
person who is deaf or having hearing impairment.
Never patronize person on wheelchairs by patting them on head or shoulder.
Infor the person that you are leaving and ask him if he needs anything
before you leave.
Avoid personal questions to differently abled persons.
Give additional time to person with disability to do or say something.
Have conversation at a normal tone of voice.
Don’t pretend to understand if you are facing problem in doing so.
 AIMS AND OBJECTIVES OF
ADAPTIVE PHYSICAL EDUCATION

To ensure that every child with special needs is provided with
the service that meets their unique needs.
To develop gross motor skills of CWSN, like holding a ball. It
also sports related skills along with physical fitness and motor
fitness.
To motivating each and every child with special needs to
participate in physical education related programmes.
 AIMS AND OBJECTIVES OF
ADAPTIVE PHYSICAL EDUCATION

To enhance the students self confidence as well as to teach them

social skills and how to control their emotions, expressions and
thoughts.
Aims at teaching the rules and strategies of the games and their
application while playing.
 ➢ Counsellor.
ROLE OF
➢ Occupational Therapist.
VARIOUS
PROFESSIONALS ➢ Physiotherapist.
FOR CHILDREN ➢ Physical Education Teacher.
WITH SPECIAL
➢ Speech Therapist.
NEEDS
➢ Special Educator.
 COUNSELLOR

Offer individual counselling to help students resolve personal or

interpersonal problems.
Small group counselling to help students to enhance listening
and social skills, learn to empathise with others and find social
support.
Offering support services needed in order to reach full potential
in academics as well as personal and social growth.
Often work with families.
Helps in academic, social, behavioural or emotional.
With teachers, parents and special educators to create a
healthy learning environment.
Special solutions to children with particular problems.
 OCCUPATIONAL THERAPIST

Treat injured, ill or disabled people.

To help develop, recover, improve as well as maintain the skills
needed for daily living and working.
Developmental delays or a known physical or mental condition
associated with a high probability of delays – can help improve
their motor, cognitive, sensory processing, communication and
play skills.
Helps in fine motor skills.
Patient with permanent disabilities like cerebral palsy, need help
while performing daily tasks.
Show patients how to use appropriate adaptive equipment, such
as leg braces, wheelchairs and eating aids.
This helps the patients to perform a number of daily tasks and
allow them to function more independently.
 PHYSIOTHERAPIST
Children with development delays, cerebral palsy, spina bifida
or torticollis are treated by physiotherapist.
Aimed at helping the children to develop and maintain their
mobility skills, joint range of movement, muscle strength and
motor skills.
Helppeople effected with injury, illness or disability through
movement and exercise, manual therapy, education and advice.
Teach ways to handle disadvantaged children and encourage
good patterns of movements.
 PHYSICAL EDUCATION TEACHER
Instructs students about sports, physical development, health
and proper nutrition.
Plans activities that help make exercise-based learning more
fun for students.
Educate children and helps them develop an awareness about
the importance of an overall healthy lifestyle.
Helps to improve hand-eye coordination as well as good
movements which will help in the development of a healthy body
posture.
 SPEECH THERAPIST

Focus on improving a child’s speech and abilities to understand

and express themselves.
Use techniques that are as per the unique needs of each patients.
Swallowing and feeding therapy is designed to enhance oral
motor control.
Use techniques to assist with swallowing, including facial
massage and lip, tongue and jaw exercises.
Offer services that focus on improving a child’s speech and
abilities to understand and express language, including non-
verbal language
Helps coordinate the mouth to produce sounds to form words
and sentences so that the child develops articulation, fluency and
voice volume regulation.
Helps with an understanding and expression of language
through written, pictorial, body and sign forms.
 SPECIAL EDUCATOR

Teachers that work with students who have learning, mental,

emotional or physical disabilities.
They adapt general education lessons and teach various subjects
to students with mild to moderate disabilities.
They are highly organised, creative and posses a very calm
temperament.