Physical Education Chapter 4 Physical Education And Sports For Differently Abled

Through adaptive physical education students are encouraged to participate in safe, satisfactory physical activities.

Integrated physical education is a comprehensive concept, it is not only limited to physical activities, games and sports but has become a complete discipline. 

Inclusion is not a favour we do for students with disabilities. Inclusion is a gift we give ourselves; the gift of understanding, the gift of knowing that we are all members of the human race and that joy comes in building genuine relationships with a with range of other people.

Inclusion in physical education means that students with disabilities participate in all activities equally with other students. Students with disabilities learn the same curriculum content, with the same lesson objective, in the same space, with the same assessment as all other students. Modifications are applied where needed. 

1. Increase social skills
2. Increase motor skills
3. Increase friend skills

In the second world war majority of people suffered. They lost their willpower and kept remembering the horrors of wars all the time. In 1960 Rome Olympic, Sir Ludwig Collected 400 disabled Athletes and organized games and it was named Para- Olympics. Shooting was the first game to be introduced in Para Olympic games, the international Para Olympic committee is responsible for organizing summer and winter Olympic game. The headquarter IPC is situated in Bonn (Germany). The symbol of Para Olympic Games is three colors red, Blue and green flag and the motto of Para Olympic is 'Spirit in Motion' 2014 winter para Olympic games was successfully hosted by Russia.

1. It should be based on the interrelated sub-topics of physical education.
2. It should cater to the requirements of different people.
3. It should be capable of facing the challenges of the present and the future.
4. It should be capable of providing comprehensive and deep knowledge about physical education.
5. It should motivate an individual to engage in a lifelong healthy and active lifestyle.
6. It should be able to develop social and emotional skill among people.

This organization was established in 2001, It's aim was to increase the participation of differently abled person's in games and sports. It's another objective was to develop leadership, quality and healthy. This organization organizes sports competition at state level. It also serves talented players and trains them for international games. After 2002, about 23,750 participants have participated in national games. Between 1987 and 2013, a total of 671 Indian athletes participated in Olympic. They won 246 Gold medals, 265 Silver medals, 27 bronze medals and they raised the glory of the country in the world.
Today around 1 million athletes are the members of this organization and 84905 coaches train these athletes. This organization does the all round development of the players through games and sports. 

PEER TO PEER: EVERYONE'S A PLAYER, EVERYONE'S A LEADER
Special Olympics believes in the power of sport and in the power of young people to build a more inclusive world. In a high-quality Inclusive, Physical Education classroom students recognize their abilities to create inclusive communities as they learn to value difference and appreciate each individual's unique gifts and talents.
Peer to peer teaching is a fundamental strategy for implementing successful Inclusive Physical Education programs, but it is important that it should be implemented in a truly inclusive manner and grounded in equality.
An inclusive peer to peer teaching model provides opportunities for students of all abilities to participate as leaders in some way, reinforcing and confirming the potential of every student to lead and contribute meaningfully.

1. Medical Examination: It is very important for the success of a programme related to a dated physical education. Otherwise, it will be difficult to find out what kind of  disability, the student is suffering from. Therefore, it is imperative to conduct a medical examination of the students.
2. Programmes according to the interest of the students: Programmes should be made keeping in mind the interest, capacity and previous experience of the students. The teachers should also have deep knowledge about it, then only they can make any successful programme.
3. Equipment should be appropriate: Students should be provided with pieces of equipment as per disability concerned, for example, students suffering from visual impairment should be given a ball with the bell so that they may catch the ball as it rolls because of the sound. Thus such students can make out. The direction and distance of the ball.
4. Proper Environment: The play area also should be limited because of the limited speed capacity of the children, for example, speech impaired children are given rest in between the games. The play area should be limited to top smaller area.
5. Modification of rules: Rules and regulation of the game and sports should be modified depending on the specific needs of students. In order to learn a new skill, they may be given extra time, extra effort, extra rest and 2 marks in place of 1 mark. Thus, they might be given the opportunity for all-round development.

A defining characteristic of an excellent physical education program is that it includes students with a diverse range of abilities, needs, interests and learning styles in meaningful learning experiences. The term 'Inclusive Physical Education' reflects a program where respect and acceptance of all students, specifically students with disabilities, is an essential component of the classroom environment and teaching strategies.

Inclusion is about creating a classroom in which every student is welcomed, valued, respected and enabled to reach his her full potential. In a successful Inclusive Physical Education program, all students are fully engaged in instructional activities, sharing equally and learning together. Although the activities may be modified or adapted, students with disabilities learn the same concepts, skills, and content as all other students in the class. The result is educational equity and access for all students!

Inclusive Physical Education requires educators to believe in the concept that success for each student can be different. The educator must be willing to modify and adapt lessons and activities to ensure that every student learns and achieves success at his own pace and according to his own abilities. Educators see the abilities of all students as contributing to the whole class. Effective teaching for students with disabilities is basically the same as effective teaching for all students.

1. The role of a school counsellor is to help all students, including those with special needs, to achieve their full potential. Introducing an appropriate individualized education programme (IEP) an early age can make all the difference, not only in these children’s academic learning but in their emotional health and social adjustment and ultimately in their ability to become productive, contributing member of society.
2. Counselling sessions with special education students.
3. Encouraging family involvement in IEP.
4. Counselling with and working with other school staff to better understand the child's special needs.
5. Collaborating with other school and community professionals like, teachers, school, psychologist, physical therapist and occupational thrapist etc.
6. Identifying other students who should be assessed to determine the eligibility for special education.

Inclusion is needed for the following reasons:

1. Inclusion in physical education increases social skills of students with disabilities.
2. Inclusion is needed to increase motor skills of students with disabilities.
3. A disabled student gets equal chance to participate in age-appropriate activities so, it increases the confidence level.
4. Typical students get a chance to increase friendships with disabled children.
5. Inclusive education provides an opportunity for typical students to go beyond tolerance to acceptance and advocacy.
6. Inclusive education enables a student to increase their knowledge and acceptance based on the “contact theory”. Through frequency, meaningful and pleasant interactions, changes in attitude can occur.

1. Self-care:  An occupational therapist will help a child to perform and be independent in self-care skills like eating, dressing, toileting, bathing, and grooming.
2. Play: An occupational therapist helps children to participate and interact with others in play. They may suggest modifications in the position, mobility aids or modify toys to help a child to play.
3. School:  Occupational therapists help children to participate in and adapt to regular
   school. They may suggest aids for writing and other classroom activities to help them participate equally with other children. Children with special needs may also require special furniture to help them sit and write better.
4. Environmental modifications: Occupational therapists can suggest modifications in the house, school or playground that will help the child participate more easily. Helping the child became independent early in life, will encourage them to live independently as an adult.
5. Fine motor skills and Handwriting occupational therapists also play a role in helping a child improve their fine motor skills handwriting. They will be able to identify the specific deficits in the child and suggest activities that will help improve these skills.
6. Splinting: Occupational & therapists can also make simple splints to help the child perform activities in a better way.
7. Paedeatric treatment:  Physiotherapy can be used to treat children affected by
   ‘Muscular Dystrophy’. These and other conditions may require the child to have
   help to improve balance, strength and co-ordination.

Techniques of physiotherapy:

1. Massage and Manipulation
2. Exercise and Movement
3. Electrotherapy
4. Hydrotherapy 

1. Assess student’s skills to determine their needs and to develop teaching plans.
2. Adapt lessons to meet the needs of students.
3. Develop Individualised education programs (IEPs) for students.
4. Plan, organise, and assign activities that are specific to each student’s ability.
5. Implement IEPs, assess students.
6. Update IEPs throughout the school year to reflect student's progress and goals.

Speech therapist/pathologist works with children with a variety of delay and disorder such as autism. Down syndrome, hearing impairment, motor speech disorders, and other developmental delays.

They help a child with:

1. Articulation skill is the physical ability to move the tongue, lips, jaw, and palate (known as the articulators) to produce individual
   speech sounds which we phonemes.
2. Expressive Language Skills: While speech involves the physical motor disability to talk, language is a symbolic system used to convey a message. Proper use of these is developed by a speech therapist.
3. Receptive Language/Listening Skills: Receptive language, refers to a child’s ability to listen and understand language. A therapist can help teach the child new vocabulary and how to use that knowledge to follow direction, answer a question and participate in single conversations with others.

Physiotherapist:  Physiotherapists are trained to evaluate and improve the function of the body, with particular attention to physical mobility, balance, posture, fatigue and pain.

The physical therapy programme involves educating the child about the physical problems caused by their disability, designing and individualized wise programme to address the problems, and enhancing mobility and energy conservation through the use of a variety of mobility aids and adaptive equipment.

Physiotherapy can be used to help children who have a neurological condition that affects the nervous system, such as multiple sclerosis, stroke, and cerebral palsy.

Physiotherapy can be used to treat injuries that affect the bone, joints, and muscles such as sports injuries and arthritis.

The rights of persons with disabilities Act 2016, that gives the pupil a right to inclusive activity. So physical education teachers are expected to take action within the individual school context and modify and adapt existing practices in order to facilitate full entitlement to the access of physical activity for pupils with the special need.
The PETs organize ball games for disabled children to improve overall strength and agility hand-eye coordination and gross motor skills. Students have shown that throwing, catching, rolling and passing the ball improves the disabled child’s muscle response.

Scientific research has demonstrated that physical education can enhance academic performance and cognitive function. So parents with the help of teachers should always encourage the child with the special need to participate in activities.