DOCSLIB.ORG

Overview-Deaf-Blindness A.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Overview-Deaf-Blindness A.Pdf The National Information Clearinghouse On Children Who Are Deaf-Blind Helen Keller National Center Hilton/Perkins Program Perkins School for the Blind Teaching Research Institute Revised October 2008 Overview on Deaf-Blindness By Barbara Miles, M.Ed. What Is Deaf-Blindness? Who Is Deaf-Blind, and What are the Causes of Deaf-Blindness? It may seem that deaf-blindness refers to a total in­ ability to see or hear. However, in reality deaf-blindness is a condition in which the combi­ As far as it has been possible to count them, there nation of hearing and visual losses in children are over 10,000 children (ages birth to 22 years) in cause "such severe communication and other de­ the United States who have been classified as velopmental and educational needs that they can­ deaf-blind (NCDB, 2008). It has been estimated not be accommodated in special education that the adult deaf-blind population numbers 35­ programs solely for children with deafness or chil­ 40,000 (Watson, 1993). The causes of deaf- dren with blindness" ( 34 CFR 300.8 ( c ) ( 2 ), 2006) blindness are many. Below is a list of many of the or multiple disabilities. Children who are called possible etiologies of deaf-blindness. deaf-blind are singled out educationally because Major Causes of Deaf-Blindness impairments of sight and hearing require thought­ ful and unique educational approaches in order to ensure that children with this disability have the Syndromes opportunity to reach their full potential. ♦ Down ♦ Trisomy 13 A person who is deaf-blind has a unique experi­ ♦ Usher ence of the world. For people who can see and hear, the world extends outward as far as his or her eyes and ears can reach. For the young child who is Multiple Congenital Anomalies deaf-blind, the world is initially much narrower. If ♦ CHARGE Association ♦ Fetal alcohol syn­ the child is profoundly deaf and totally blind, his drome or her experience of the world extends only as far as the fingertips can reach. Such children are effec­ ♦ Hydrocephaly ♦ Maternal drug abuse tively alone if no one is touching them. Their con­ ♦ Microcephaly cepts of the world depend upon what or whom they have had the opportunity to physically con­ tact. Prematurity If a child who is deaf-blind has some usable vision Congenital Prenatal Dysfunction and/or hearing, as many do, her or his world will ♦ ♦ be enlarged. Many children called deaf-blind have AIDS Herpes enough vision to be able to move about in their en­ ♦ Rubella ♦ Syphilis vironments, recognize familiar people, see sign language at close distances, and per haps read large ♦ Toxoplasmosis print. Others have sufficient hearing to recognize familiar sounds, understand some speech, or de­ Post-natal Causes velop speech themselves. The range of sensory im­ ♦ Asphyxia ♦ Encephalitis pairments included in the term "deaf-blindness" is great. ♦ Head injury/trauma ♦ Meningitis ♦ Stroke Adapted from Etiologies and Characteristics of Deaf- Blindness Heller & Kennedy,(1994), p. viii, Table 1. TTY (800) 854-7013 DB-LINK Voice (800) 438-9376 Some people are deaf-blind from birth. Others may A person who is deaf-blind also faces, further, the be born deaf or hard-of-hearing and become blind challenge of learning to move about in the world as or visually impaired later in life; or the reverse may freely and independently as possible. Adult indi­ be the case. viduals also must eventually find adult living and work situations that allow them to use their talents Still others may be adventitiously deaf-blind — that and abilities in the best way possible. Many adults is, they are born with both sight and hearing but who are deaf-blind lead independent or semi­ lose some or all of these senses as a result of acci­ independent lives and have productive work and dent or illness. enjoyable social lives. The achievement of such Deaf-blindness is often accompanied by additional success depends in large part upon the education disabilities. Causes such as maternal rubella can they have received since childhood, and particu­ also affect the heart and the brain. Some genetic larly upon the communication with others that syndromes or brain injuries that cause deaf- they have been able to develop. blindness may also cause cognitive disabilities and/or physical disabilities. What are the Particular What are the Challenges Facing Challenges Facing the Family, a Person who is Deaf-Blind? Teachers and Caregivers of a Person who is Deaf-Blind? A person who is deaf-blind must somehow make sense of the world using the limited information Communication available to him or her. If the person’s sensory dis­ abilities are great, and if people in the environment The disability of deaf-blindness presents unique have not made an effort to order the world for him challenges to families, teachers, and caregivers, or her in a way that makes it easier to understand, who must make sure that the person who is deaf- this challenge may be overwhelming. Behavioral blind has access to the world beyond the limited and emotional difficulties often accompany deaf- reach of his or her eyes, ears, and fingertips. The blindness and are the natural outcomes of the people in the environment of children or adults child’s or adult’s inability to understand and com­ who are deaf-blind must seek to include municate. them — moment-by-moment — in the flow of life and in the physical environments that surround People who can see and hear often take for granted them. If they do not, the child will be isolated and the information that those senses provide. Events will not have the opportunity to grow and to learn. such as the approach of another person, an upcom­ If they do, the child will be afforded the opportu­ ing meal, the decision to go out, a change in routine nity to develop to his or her fullest potential. are all signaled by sights and sounds that allow a person to prepare for them. The child or adult who The most important challenge for parents, caregiv­ misses these cues because of limited sight and/or ers, and teachers is to communicate meaningfully hearing may come to experience the world as an with the child who is deaf-blind. Continual good unpredictable, and possibly threatening, place. To communication will help foster his or her healthy a great extent, persons who are deaf-blind must de­ development. Communication involves much pend upon the good will and sensitivity of those more than mere language. Good communication around them to make their world safe and under­ can best be thought of as conversation. Conversa­ standable. tions employ body language and gestures, as well as both signed and spoken words. A conversation The challenge of learning to communicate is per­ with a child who is deaf-blind can begin with a haps the greatest one that children who are deaf- partner who simply notices what the child is pay­ blind face. It is also the greatest opportunity, since ing attention to at the moment and finds a way to communication and language hold the power to let the child know that his or her in terest is shared. make their thoughts, needs, and desires known. The ability to use words can also open up worlds This shared interest, once established, can become beyond the reach of their fingertips through the a topic around which a conversation can be built. use of interpreters, books, and an ever-increasing Mutual conversational topics are typically estab­ array of electronic communication devices. In or­ lished between a parent and a sighted or hearing der to learn language, children who are deaf- blind child by making eye contact and by gestures such must depend upon others to make language acces­ as pointing or nodding, or by exchanges of sounds sible to them. Given that accessibility, children and facial expressions. Lacking significant who are deaf-blind face the challenges of engaging amounts of sight and hearing, children who are in interactions to the best of their abilities and of deaf-blind will often need touch in order for them availing themselves of the language opportunities to be sure that their partner shares their focus of at­ provided for them. tention. The parent or teacher may, for example, touch an interesting object along with the child in a nondirective way. Or, the mother may imitate a Page 2 Overview on Deaf-Blindness Voice (800) 438-9376 DB-LINK TTY (800) 854-7013 child’s movements, allowing the child tactual ac­ ♦ Signed English ♦ Pidgin Signed English cess to that imitation, if necessary. (This is the tac­ tual equivalent of the actions of a mother who ♦ braille writing and ♦ Tadoma method of instinctively imitates her child’s babbling sounds.) reading speech reading Establishing a mutual interest like this will open ♦ American Sign ♦ large print writing up the possibility for conversational interaction. Language and reading Teachers, parents, siblings, and peers can continue conversations with children who are deaf-blind by ♦ lip-reading speech learning to pause after each turn in the interaction Along with nonverbal and verbal conversations, a to allow time for response. These children fre­ child who is deaf-blind needs a reliable routine of quently have very slow response times. Respecting meaningful activities, and some way or ways that the child’s own timing is crucial to establishing this routine can be communicated to her or him. successful interactions. Pausing long enough to al­ Touch cues, gestures, and use of object symbols are low the child to take another turn in the interac­ some typical ways in which to let a child who is tion, then responding to that turn, pausing again, deaf-blind know what is about to happen to her or and so on — this back-and-forth exchange becomes him.
Load more

Recommended publications
  • Guide to Quality Individualized Education Program (IEP) Development and Implementation
    The University of the State of New York The State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation February 2010 (Revised December 2010) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. .................................................. New York MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .................................... Rochester ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ........................................ Tonawanda SAUL B. COHEN, B.A., M.A., Ph.D.......................................................................... Larchmont JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................... Plattsburgh ANTHONY S. BOTTAR, B.A., J.D. ............................................................................ Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ............................................................. Belle Harbor HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................... Hartsdale JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D..................................... Albany JAMES R. TALLON, JR., B.A., M.A. ......................................................................... Binghamton ROGER TILLES, B.A., J.D. ....................................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A..................................................................
    [Show full text]
  • Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy
    12th International Conference Mobile Learning 2016 UNDERSTANDING THE USE OF MOBILE RESOURCES TO ENHANCE PARALYMPIC BOCCIA TEACHING AND LEARNING FOR STUDENTS WITH CEREBRAL PALSY Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita Federal Institute of Education, Science and Technology of South of Minas Gerais IFSULDEMINAS – Campus Muzambinho ABSTRACT This paper aims to discuss about how mobile technologies and resources can be used to support teaching and improving the performance of students with cerebral palsy during out-door classes in the paralympic boccia court. The Educational Design Research has been used to help us to identify the context and to build two interventions: i) using an online boccia game and ii) developing a digital booklet to support teaching and learning paralympic boccia. KEYWORDS Teaching; Disability Sports; Adapted or Paralympic boccia; Cerebral Palsy; Assistive Technology; M-Learning. 1. INTRODUCTION According to the last results from the Brazilian Population Census performed in 2010, the total Brazilian population was about 200 million inhabitants and nearly 46 million people have some form of disability. Considering this question, many teachers of the Federal Institute of Education, Science and Technology of South of Minas Gerais at Muzambinho city, in the countryside of Brazil, have been developing academic projects to promote learning and inclusion in the local community. One project aims to promote sports initiation and enhancing the full potential of students with disabilities through paralympic boccia activities in a local and formal school for adults and children with special needs. The paralympic boccia is similar to the conventional boccia, it means the player aims to touch balls in the target ball (Figure 1).
    [Show full text]
  • Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
    Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords:
    [Show full text]
  • Report of Assessment for Special Education
    Report of Assessment for Special Education Training and Technical Assistance Guide Preview Edition Table of Contents RPT 1A: RPT 1C: Student Information Student Information Validity and Reliability Assessment Conditions Reason for Assessment Strengths, Interests, Concerns Related to Area(s) of Assessment Educational Background Observations Results of Attempted General Ed. Interventions Assessment Results and Interpretation Previous or Current Special Ed. Programs Assessment Results and Interpretation(continued) Additional Educational Background Assessment Results and Interpretation(continued 2) General Medical/Health Findings Add Page Medications Add Page(continued) Vision/Hearing Family, Environmental, Cultural, Economical Factors RPT 1D: Conclusion RPT 1B: Recommendations Student Information Assistive/Augmentative Devices or Tools English Language Learners Need for Special Education and Related Services SIRAS Student Information Example English Language Learners: English Proficiency English Language Development Language of Assessment Simply click any of these titles and you will automatically be directed to the page Additional English Learner Information containing the respective information. Table of Contents Eligibility Student Information Hard of Hearing: Speech or Language Impairment: Criteria Criteria Autism: Explanation & Comments Criteria(continued) Criteria Criteria(continued 2) Criteria(continued) Intellectual Disability: Criteria(continued 3) Explanation & Comments Criteria Explanation & Comments Explanation & Comments Deaf-Blindness:
    [Show full text]
  • OPERATING GUIDELINE DEAF-BLINDNESS Deaf-Blindness
    OPERATING GUIDELINE DEAF-BLINDNESS Boerne ISD 130901 Legal Framework: Deaf-Blindness Category: Evaluation “Whether a child’s disability ‘adversely affects a child’s educational performance’ is considered for all disability categories in 34 CFR §300.8(c), because, to be eligible, a child must qualify as a child with a disability under 34 CFR §300.8 and need special education because of a particular impairment or condition. Although the phrase ‘adversely affects educational performance’ is not specifically defined, the extent of the impact that the child’s impairment or condition has on the child’s educational performance is a decisive factor in a child’s eligibility determination under Part B. A range of factors—both academic and nonacademic—can be considered in making this determination for each individual child. See 34 CFR §300.306(c). Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the group charged with making the eligibility determination still could determine that the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specific instructional adaptations or supportive services, including modifications to the general education curriculum. 34 CFR §300.101(c) (regarding requirements for individual eligibility determinations for children advancing from grade to grade).” OSEP Letter to Anonymous (November 28, 2007). “Assessments or other evaluation materials must be provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so.
    [Show full text]
  • SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability
    SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability Leslie Salazar Armbruster, M.S., CCC-SLP Judy Rudebusch, EdD, CCC-SLP Host: Region 10 ESC Introduction ~ Resources Host Site: Region 10 ESC www.region10.org Moderator: Karyn Kilroy, Speech Pathology Consultant Resources available for download: SI Eligibility in Texas ~ Generic Manual SI Eligibility for Language ~ Language Manual SI Eligibility for Language with Intellectual Disability ~ Companion II Manual SI Eligibility for Language with Autism ~ Companion III Manual FAQs ~ Language with ID; Language with Autism This Power point Earning CEUs http://www.txsha.org/Online_Course_Completion.aspx 3.0 hours TSHA continuing education credit available for this training module Following the session, complete the Online Course Completion Submission Form Your name, license #, email address, phone # TSHA membership # The name and number of this course Shown on last slide of this presentation Course completion date 3-questions Learning Assessment CE evaluation of online course You will receive a certificate of course completion via email Earning CEUs http://www.txsha.org/Online_Course_Completion.aspx Access to the information is provided at no cost. TSHA Members can receive CEU credit at no cost Not a TSHA Member? $20 fee for CEU credit for this training module Complete the Online Course Completion form Mail $20 check payable to TSHA 918 Congress Ave, Suite 200, Austin, TX 78701 OR make a credit card payment on the TSHA Web site www.txsha.org
    [Show full text]
  • INDIVIDUALIZED EDUCATION PROGRAM (IEP)-Annotated
    IEP (ANNOTATED) Student's Name INDIVIDUALIZED EDUCATION PROGRAM (IEP) (ANNOTATED) ********************************************* School Age Student's Name: IEP Team Meeting Date: IEP Implementation Date (Projected Date When Services and Programs Will Begin): Anticipated Duration of Services and Programs: ANNOTATION: IEP Team Meeting Date: Write the date that the IEP team meeting is held. An IEP team meeting is to occur no less than once per calendar year and is conducted within 30 calendar days of a determination that the student needs special education and related services (30 calendar days following the completion of the Evaluation and Reevaluation Reports). IEP Implementation Date (Projected Date when Services and Programs Will Begin): Write the first day the student will begin to receive the supports and services described in this IEP. IEPs must be implemented as soon as possible but no later than 10 SCHOOL days after the final IEP is presented to the parent. However, when a NOREP/PWN must be issued to the parent, the LEA must wait until the 11th calendar day after presenting the NOREP/PWN to the parent. The LEA must have an IEP in effect for each student with a disability at the beginning of each school year. If the IEP annual review is due sometime in the summer, the school may not wait until the new school year to write the IEP. The IEP must be in effect at the beginning of each school year. Anticipated Duration of Services and Programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date.
    [Show full text]
  • Chapter 9 - Multiple Disabilities
    Chapter 9 - Multiple Disabilities Definition under IDEA of Multiple Disabilities Under IDEA, Multiple Disabilities: ...means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness [34 C.F.R., sec. 300 [b][6]]. Overview of Multiple Disabilities According to Deutsch-Smith, people with multiple disabilities require ongoing and intensive supports across their school years and typically across their lives. For some, these supports may well be in only one life activity, but for many of these individuals, supports are needed for access and participation in mainstream society. Supports are necessary because most individuals with multiple disabilities require assistance in many adaptive areas. No single definitions covers all the conditions associated with severe and multiple disabilities. Schools usually link the 2 areas (severe disabilities and multiple disabilities) into a single category for students who have the most significant cognitive, physical, or communication impairments (Turnbull, Turnbull, & Wehmeyer). Prevalence of Multiple Disabilities According to the U.S. Department of Education, Multiple Disabilities represent approximately 2.0 percent of all students having a classification in special education. Characteristics of Students with Multiple Disabilities
    [Show full text]
  • Activity 1 Autism Multiple Disabilities Deaf-Blindness Orthopedic
    Activity 1 Autism Multiple Disabilities Deaf-Blindness Orthopedic Impairment Developmental Delay Other Health Impairment Emotional-Behavioral Disability Specific Learning Disability Hearing Impairment Speech or Language Impairment Mild Mental Disability Traumatic Brain Injury Functional Mental Disability Visual Impairment 1. __________________________ means a communication disorder, including stuttering, impaired articulation, a language impairment, a voice impairment, delayed acquisition of language, or an absence of language, that adversely effects a child’s educational performance. 2. _________________________ means a child has a disability in which cognitive functioning is at least three or more standard deviations below the mean; adaptive behavior deficits are at least three or more standard deviations below the mean; a severe deficit exists in overall academic performance including acquisition, retention, and application of knowledge; and manifestation is typically during the developmental period. 3. ______________________ means that a child, when provided with interventions to meet instructional and social-emotional needs, continues to exhibit one or more of the following, when compared to the child’s peer and cultural reference groups, across setting, over a period of time and to a marked degree: 1. severe deficits in social competence or appropriate behavior which cause an inability to build or maintain satisfactory interpersonal relations with adults or peers; 2. severe deficits in academic performance which are not commensurate with the student’s ability level and are not solely a result of intellectual, sensory, or other health factors but are related to the child’s social-emotional problems; 3. a general pervasive mood of unhappiness or depression; or 4. a tendency to develop physical symptoms or fears associated with personal or school problems.
    [Show full text]
  • CHAPTER-4 Physical Education and Sports for CWSN
    CHAPTER-4 Physical Education and Sports for CWSN (Children with Special Needs) 4.1 AIMS & OBJECTIVES OF ADAPTED PHYSICAL EDUCATION Adapted Physical Education is a science of developing, implementing, and monitoring a designed physical education instructional programme for an individual with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich recreation, leisure and sport experiences to increase physical fitness and wellness. Adapted physical education is physical education that is individualized and specially designed to address the needs of students with disabilities who require adaptations or modifications to be physically active, participate safely, and make progress toward the standards for Health, Safety, and Physical Education. In simple words, we can say the physical education program designed for individuals with disabilities is called adapted physical education. The program is adapted to meet the needs of each student through modifications and accommodations. According to Auxter, D., Pyfer, J. & Huettig, C. “ Adapted physical education is the art and science of developing and implementing a carefully designed physical education instructional program for an individual with a disability, based on a comprehensive assessment, to give the individual the skills necessary for a lifetime of rich leisure, recreation, and sport experiences”. Adapted physical education is used to emphasise the importance of understanding the scientific bases of human development as it bring into relations to teaching appropriate concepts and practices in the adapted physical education program which will serve to maximize the quality of life among individuals with disabilities. Adapted physical education is clear that practices that influencing exercise, fitness, diet and nutritional status can significantly impact the quality and duration of life of an individuals with disabilities.
    [Show full text]
  • Multiple Disabilities
    Multiple Disabilities NICHCY Disability Fact Sheet #10 August 2013 Sharon’s Story Now in preschool, Sharon’s parents know Sharon receives special that Sharon will always need Sharon is an active five education services. Like early some support because of her year old who loves to spend intervention, these services multiple disabilities. But her time with her grandmother. are meant to address her parents also know how She also loves to fingerpaint special learning needs. Her determined Sharon can be and play with the family dog. parents are very involved. when she’s learning some- Sharon has multiple disabili- They sit down often with the thing new. She’s going to ties. When she was born, she preschool staff and talk about learn it, by golly, there’s no didn’t get enough oxygen. Sharon’s progress. The team stopping her. As a result, she has an also talks about Sharon’s intellectual disability, challenges and how to Causes of Multiple problems with mobility, and address them. Last week, for Disabilities a speech impairment that example, Sharon got a makes it hard to understand picture board to help her Having multiple disabili- what she’s saying. That communicate. She’s busy ties means that a person has doesn’t stop Sharon from learning to use it. more than one disability. chattering, though. She has What caused the disabilities? a lot to say. Often, no one knows. For Sharon’s parents, With some children, it’s been a long road from however, the cause is known. Sharon’s birth to today.
    [Show full text]
  • Ideals and Significance of the Paralympics: Observations from Temporal and Spatial Dimensions
    Ideals and Significance of the Paralympics: Observations from Temporal and Spatial Dimensions Ideals and Significance of the Paralympics: Observations from Temporal and Spatial Dimensions Kazuo OGOURA Introduction As the Paralympics becomes more widely recognized and the public’s knowledge and interest grows, Paralympic competitions are, in part, starting to be commercialized and made into a form of entertainment. The current situation calls for a re-evaluation of what has been considered as the essential significance and effect of the Paralympic Games and the Paralympic Movement on society. In other words, there is an increasing need to look back on the history of the Paralympics to examine its original significance and ideals and, at the same time, to re-evaluate or re-examine the significance and ideals of the Paralympics through comparisons with similar international games and movements. From this perspective, this article will attempt to revisit the original ideals of the Paralympics and to look back on the history of the Paralympics. It will also discuss the significance and ideals of the Paralympics from social and international perspectives, in particular through comparisons with other international disability sports competitions: the Deaflympics, Special Olympics, the VIRTUS（previously INAS） Global Games for persons with intellectual disability, and the Invictus Games. The observation and analysis will focus on Paralympic ideals through the following eight dimensions:（1） as symbolized by the Paralympic symbol;（2） the slogans of the Paralympic Games;（3） the words of Sir Ludwig Guttmann;（4） the speeches at the opening and closing ceremonies; （5） the stage performances at the opening and closing ceremonies, medals, and songs;（6） the achievements of the recipients of the Whang Youn Dai Achievement Award; （7） comparison with major international disability sports competitions; and（8） comparison with the ideals of Japan’s National Sports Festival for People with Disabilities.
    [Show full text]