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Home , Deaflympics, Inclusion (education), Multiple disabilities, Paralympic Games, Special needs, Special Olympics

CHAPTER-4

Physical and for CWSN (Children with )

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 , based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich recreation, leisure and 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 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. Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable to fully participate in the general Physical Education programme. Therefore, we concluded that the Adaptive Physical Education program offers alternative physical education to students who cannot participate in the mainstream programme.

DISABILITY CATEGORY The term disability is a diagnostic category that qualifies students for adapted physical education. These categories include:

(a) Deafness (b) Mental retardation (c) Orthopedic impairment (d) Deaf – Blindness (e) Traumatic brain injury (f) Speech or language impairment (g) (h) Hearing impairment (i) (j) including blindness etc

AIM: The aim of Adapted Physical Education is to aid students with handicaps to achieve physical, mental, emotional, and social growth commensurate with their potential through a carefully planned program of regular and special physical education and recreation activities.

OBJECTIVES: The Objectives of Adapted Physical Education are as follows:

1. Adapted Physical Education assists the student’s to correct the conditions that can be improved. 2. Adapted Physical Education aids the students to protect themselves and any conditions that would be aggravated through certain physical activities. 3. Adapted Physical Education makes available the students with an opportunity to learn and to participate in a number of appropriate recreational and leisure time sports and activities. 4. Adapted Physical Education develops the physical fitness through the maximal development of organic and neuromuscular systems. 5. Adapted Physical Education assists each and every student to develop the knowledge and an appreciation of his/her physical and mental limitations. 6. Adapted Physical Education helps the students to make social adjustments and develop a feeling of self-worth and value. 7. Adapted Physical Education give support to each and every student in developing knowledge and appreciation relative to superior body mechanics. 8. Adapted Physical Education help out the students to understand and appreciate a variety of sports that can enjoy as non-participants or spectators.

4.2 ORGANISATION PROMOTING ADAPTIVE SPORTS (SPECIAL OLYMPIC BHARAT, PARALYMPICS AND )

In 1987 the program came into existence in India with the set up of Special Olympics India in Mumbai, Maharashtra. By the time it shifted to Bangalore in 2001 it showed signs of stagnation. Sports program for persons with Intellectual Disabilities in India.

Special Olympics Bharat was shaped and registered in 2001 under the Indian Trust Act 1882. By 2004, 28,652 Athletes and 1860 Coaches from 22 States were registered in the programme maintains by the Ministry of and Empowerment.

In 19 January 2006 Special Olympic Bharat was recognized as a National Sports Federation by the Ministry of Youth Affairs and Sports and was promoting to the Priority Category on 8th April 2006. The MYAS scheme enabled us to implement the Special Olympics Program across all the States and Union Territories of India.

The Special Olympics Athlete oath

“Let me win. But if I cannot win, let me be brave in the attempt.”

According to Special Olympics Bharat - Mission: The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community.

Role of Special Olympics Bharat:

1. Special Olympics Bharat focus on holistic development and training to motivate children with disabilities to join and remain in 2. Special Olympics Bharat create role models who will inspire the children and also motivate parents to participate in sports and other extra-curricular activities 3. Special Olympics Bharat produces a cadre of physical education teachers from among the disabled who can work with and community centers most of the activities are run by local volunteers 4. Special Olympics Bharat make ensure maximum involvement of community for greater public understanding and acceptance of people with intellectual disabilities; 5. Special Olympics Bharat ensures all the competition local, state, national and international level.

PARALMPICS The first were held in 1960 . They were a great success and the Winter Paralympics Games have been held right away after the main Summer Olympics ever since. The first were started in 1976 The Paralympic Games are governed by the International Paralympic Committee (IPC) which is based in , . The IPC is supported by National Paralympic Committees (NPC) that represents athletes with impairments from their respective countries. Ceremony: The Paralympic Games begin with an opening ceremony and end with a closing ceremony. The burns throughout the competition. Gold, Silver and Bronze medals are awarded to winners. Symbol: The Paralympic symbol consists of three agitos coloured red, blue and green. The agitos are meant to symbolise movement and the colours are the three most popular colours on national flags. Moto: Spirit in Moto Disabilities Category: The Paralympic Governing body has defined disabilities into five main groups - amputees, , spinal injuries, visually impaired and others. Disceplines of Summer Paralmpics Games: , Athletics, , , Cycling, Dartchery, Equestrian, 5 a side Football, 7 a side Football, , , Lawn Bowls, , , Sailing, Shooting, Snooker, , Table , , Weightlifting, Basketball, Wheelchair , , , Wrestling Disceplines of Winter Paralmpics Games: Alpine , Biathlon, Cross Country Skiing, Ice , Wheelchair

DEAFLYMPICS The first Deaflympic Games were held in in 1924. The International Committee of Silent Sports was formed in 1924 to hold the games every four years. The games were originally known as "International Silent Games" before they became the " for the Deaf." The most recent name, the "Deaflympics," was formally adopted in 2001. The International Committee of Sports for the Deaf (ICSD) is the main governing body responsible for the organization of Deaflympics and other World Deaf Championships. Twenty two times Deaflympics Games have been held consistently at 4-year intervals since the first Paris games. 1943 and 1947 Deaflympics Games were not held because of World War II. Winter Games were set up in 1949 at Seefeld, . The flag of the IOC has flown next to the flag representing CISS/ICSD at the Summer/Winter Deaflympics since 1985. India has won total 38 medals i.e. 18 Gold, 8 Silver and 13 Bronze.

The Mission of Deaflympics Games

According to International Committee of Sports for the Deaf (ICSD) the mission of Deaflympics Games are given below:

1. To supervise the organization of successful summer and winter Deaflympics. 2. To promote and contribute to the development of sport opportunities and competitions, from grass-root to elite level, for Deaf athletes. 3. To support and encourage educational, cultural, research and scientific activities that contributes to the development and promotion of the Deaflympics. 4. To fully enforce a drug-free sport environment for all Deaf athletes in conjunction with the World Anti-Doping Agency (WADA). 5. To promote sports for Deaf athletes without discrimination for political, religious, economic, disability, gender or race reasons. 6. More and better athletes with higher standards for excellence 7. A significant level of international recognition 8. An increased and sound budget 9. An efficient and effective organization

PURPOSE: Provision of opportunities for deaf persons to participate in elite sports

MOTTO: Motto of Deaflympics Games ‘Per Ludos Aequalitas’ means ‘Equality Through Sports’ and stick on to the ideals of Olympics. LOGO: The logo is designed by graphic design artist Ralph Fernandez in 2003. Together, the hand shapes stand for the sign for "united". The center of the logo represents the iris of the eye, which defines deaf people as visual people; they must use their eyes to communicate.

The logo has as a feature the four colors of the national flags of the world. The red, blue, yellow and green be a symbol of the four regional confederations – the Asia Pacific Deaf Sports Confederation, the European Deaf Sports Organization, the Pan American Deaf Sports Organization and the Confederation of African Deaf Sports.

4.4 CONCEPT OF , ITS NEED AND IMPLEMENTATION

Inclusion means educating students with disabilities in the regular education setting. Inclusion is the practice of make sure the participation of students with disabilities in the general education setting. It is essential for students with disabilities to take part in general physical education with age-appropriate peers. The aim of inclusion is to make available equal physical education opportunities to learners with disabilities in regular schools, and to make easy their achievement and retention. On the other hand, the primary consideration of inclusion must be given to the environment in which the student's with disability learning needs are best met. For example, if a student is physically impaired, they can be a partner to a student who is normal, therefore during a basketball game they can run together, help in catching a ball and giving directions for passing and shooting. Simple modification to rules, standards, and equipment will help allow students with disabilities to participate meaningfully and successfully.

The definition of inclusion means to educate to the maximum extent appropriate in public or private institutions, students with disabilities and students who are not disabled together.

Therefore, we can say that goal of inclusion was to put together children with disabilities in the general community at all levels as equal partners to prepare them for normal development and to enable them to face life with courage and confidence.

NEED OF INCLUSION

1. It develops a sense of belonging to a school community. 2. It makes available a stimulating environment to learn the physical education activity. 3. It gives the opportunities for the development of friendships through medium of participation in physical education activity. 4. It boosts up self-respect and affirmations of individuality in the children with disability. 5. It helps to give frequently positive results in greater motivation to perform in physical education activity. 6. It makes available peer role models. 7. It endow with opportunities to be learned/educated physical education with same-aged peers. 8. It provides opportunities to experience diversity of society on a small scale in a classroom/field. 9. It builds up an appreciation that everyone is unique and has abilities to do physical activity. 10. It develops respect for others with diverse characteristics.

IMPLEMENTTTING INCLUSION EDUCATION Successful inclusion is implemented when the quality of the student's learning experience is not compromised by placement in the regular curriculum setting. Inclusion education can be implemented all the way through using one or more aspect of the inclusion model within the guidelines below: 1. Specific Class Room: In an inclusion classroom, general education teachers and teacher’s work together to meet the needs of students. This type of classroom gives special education students the support they need and allows them to stay in the least restrictive environment. 2. Resources and Techniques: All students can benefit from the additional resources and supportive techniques used in an inclusion classroom. 3. Curriculum Development: It is based on planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts. 4. Process of Assessment: It is based on the process of assessment, one that is commonly taught as part of the basic measurement and evaluation in physical education assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities. 5. Program me Evaluation: It is based on programme evaluation that has been conducted is typically specific to the school or district, or limited to a small range of parameters such as number of students scoring at a certain level of a physical fitness test. 6. Continuing Education: It is focus on adapted physical education teachers remaining current in their field. Adapted physical education teachers can take advantage of workshops, seminars and presentations at conferences, conventions or in service training. 7. Communication: It includes information regarding the adapted physical education teacher effectively communicating with families and other professionals using a team approach in order to enhance service delivery to students with disabilities. 8. Focused on Ability: Teacher should be focused on ability not disability of the student. 9. Health and Safety: Teacher must be ensured health and safety issue always at priority level related to students with disabilities.

4.5 ROLE OF VARIOUS PROFESSIONALS FOR CHILDREN WITH SPECIAL NEEDS

ROLE OF SPEECH THERAPIST

The speech therapist is a trained professional to develop expressive and receptive speech and communication skills in students with language disorders. 1. Speech Therapist helps to prevent communication problems by identifying children at risk of developing their skills. 2. Therapists also assist teams of professionals to develop curriculum that can help build communication skills for the school children. 3. They collaborate with other professionals in care plans and explain the progress to the parents, keep daily notes of their programs and they do all this while working with individual children on their particular problems. 4. Speech Therapist also helps those who are developmentally delayed or have traumatic brain injuries. Speech Therapist helps to solve the problems such as language disabilities, voice impairments, stuttering, and articulation such as when a child has trouble making a certain sound, and even swallowing. 5. Speech Therapist helps the hearing impaired and children with cleft lips or palates who must work to produce words.

ROLE OF COUNSELOR The counselor helps all students in the areas of academic achievement; personal/social development and career development, ensuring today’s students become the productive, well-adjusted adults of tomorrow. Counselors work closely with both students and their families. 1. Counsellor helps to solve the emotional, social, developmental and behavioural problems of the students and families. 2. Counsellor provides academic guidance and support services, including the monitoring of academic performance, facilitating communication between school and home. 3. Counsellor makes available career awareness, exploration and planning services, including goal setting and decision making assistance for students.

ROLE OF OCCUPATIONAL THERAPISTS

1. Occupational therapist (OTs) helps to develop the fine motor skills. Fine motor skills are important for success with daily tasks such as printing, drawing, cutting with scissors and doing up buttons and zippers etc. 2. Occupational therapist (OTs) helps to develop the gross motor skills. Gross motor skills are necessary for stable posture, running, skipping, catching balls and riding a bike etc. 3. The Occupational therapists will help teachers learn to recognize motor skills problem and help these children succeed with everyday activities. 4. Occupational therapists can help the teacher to learn and use effective instructional strategies. 5. Occupational therapist gives recommendations for materials, tools and/or technology to facilitate learning. 6. Occupational therapist can help teachers to design grade appropriate classroom centers and share resources to help students. 7. Occupational therapists can help to access the community resources that can help the student, the family and the teacher. 8. Occupational Therapist re-evaluates the student’s progress and/or current needs and re-establishes goals. 9. Occupational Therapists evaluates and develop the children various skills such as gross motor skills; fine motor skills; sensory motor skills and performance; visual-motor and perceptual skill performance; independent physical daily living skills; environmental/ therapeutic adaptations; adaptive behavioural responses etc.

ROLE OF THE PHYSIOTHERAPIST 1. The role of the Physiotherapist is to assess and manage children with movement disorders, disability or illness. 2. The physiotherapist helps the children reach their full potential through providing physical intervention, advice and support. 3. A physiotherapist helps the children to improve the quality of life by promoting independence and encouraging physical fitness and well being. 4. Physiotherapists help children to develop and repair motor skills, strengthen core muscles and gait, and to become more independent and strong in their mobility. 5. Physiotherapist helps to promote physical health and teaching preventative measures against injury. 6. Physiotherapist teaches students helps the children with a range of physical disabilities and injuries learn to maximize their independence and mobility.

ROLE OF SPECIAL EDUCATOR

A special educator is someone who works with children and youths who have a variety of disabilities. The special educator has to work for academic-work i.e. educational approach and therapeutic-work i.e. medical, psychological approach in the same time. That makes him/her a specially trained teacher that is why also different from the normal teacher. 1. Their job is primarily teaching them life skills and basic literacy. 2. Special educator helps the children with special needs to achieve their highest potential and strive to progress beyond their limitations. 3. The special educator is designed the Individualized Education Program [IPES] to develop individual goals for the student and is modified to the student’s abilities and needs. 4. The special educator has to concentrate for the developmental fields to make the best educational conditions: a. Behaviour b. Social Skills c. Language Skills d. Emotional Skills e. Self-Care Skills f. Cognitive Skills g. Academic Development

ROLE OF PHYSICAL EDUCATION TEACHER 1. Physical education teacher makes plan for practice opportunities that are structured for maximum participation (e.g., individual, partner, and small-group activities; non-elimination activities; activities that require no wait time). 2. Physical education teacher should plan and structure the class so that learning occurs with maximum and quality activity time, children become more skilled, knowledgeable, and physically fit. 3. Physical education teacher should try to encourage and motivate children to be active such as by promoting community activities, assigning physical activity, showing an interest in the out-of-class physically activity in which children participate and leading by example. 4. Physical education teacher must try to promote physical activity, such as organized recreational sports, dance classes, gymnastics programs, and martial arts. A bulletin board in the gym, the school Web site, and regular announcements are simple ways to promote these opportunities. 5. Physical education teacher helps the students to develop their motor components such as flexibility, strength, endurance, speed and coordination and also allow every student to participate comfortably. 6. Physical education teacher must work for encouraging teamwork, interaction and group problem solving. PE teacher must work toward developing a respectful atmosphere in which competition and winning are not necessarily as important as effort and participation. 7. Physical education teacher has to motivate and encourage the students through games, free time, incentives and especially those who might be less enthusiastic or less physically adept. 8. Physical education teacher has to educate children and help them develop an awareness of the importance of a healthy overall lifestyle. This can include encouraging a healthy diet, importance of physical activities etc. and nurture this type of attitude in their students. 9. Physical education teacher should evaluate every student’s physical abilities by informal testing. 10. Physical education teacher should interact with various teachers to prepare and organize integrated lessons.