Class 11 Physical Education: Unit 4 — Physical Education And Sports For Children With Special Needs

c) congenital Disability

d) Both A and B

b) Hidden Disabilities

d) Down Syndrome

a) Mild

c) Down-syndrome

d) 3rd December

c) Behavioural Disorder

a) Physical health

b) obesity

a) Counsellor

a) 13 December 2006

c) 27th December 2016

d) 21

a) International Classification of Functioning, Disability, and Health

b) Medical model

a) Social model

c) Biopsychosocial model

a) Emotional and Behavioural Disorders

a) Physical, Intellectual, Learning

a) Cerebral Palsy

b) 50

a) Autism Spectrum Disorder

b) 1 to 2 years

b) 7

c) 4

a) Disability and impairment

c) Medical treatment

b) Political response

b) 1956

c) 1957

c) 1950

a) Adapted Physical Education National Standards

b) Special Olympics World Summer Games 2015

b) 2016 Paralympics

a) Deepa Malik

c) 9

d) All of the above

c) One or more components of speech and language

b) Assist students with academic, personal, and career development

b) Help children achieve full potential through physical intervention

d) All of the above

a) Providing treatment for communication difficulties

c) 3

a) Diploma in Physical Education

a) Bachelor of Physical Education

a) Master of Physical Education

c) 1968

d) All age groups

a) Olympics for athletes with disabilities

Disorder refers to the disruption or disturbance caused to the normal functions of a body with chances of being reversed. Disability refers to functional inability or limitations to perform certain activities producing long-term impairment.

The Rights of Persons with Disabilities Act 2016 was passed by the Indian Parliament on 27th December 2016 to give effect to the United Nations Convention on the Rights of Persons with Disabilities. This act recognizes 21 disabilities.

Disability Etiquette is a set of guidelines dealing specifically with how to approach a person with a disability. It refers to communicating and interacting respectfully and courteously with people who have disabilities.

Adaptive Physical Education is Physical Education which has been adapted or modified so that it is as appropriate for the person with a disability as it is for a person without a disability. It is a specially designed programme.

The chief aim of Adapted Physical Education (APE) is to provide every individual an opportunity to participate in Physical Education and sports and to make Physical Education accessible to all as per their need.

Intellectual disability is a condition of significantly subaverage general intellectual functioning that impacts adaptive behaviours. It affects conceptual, social, and practical domains of adaptive behaviour.

Down Syndrome is a genetic disorder caused by the presence of all or part of a third copy of chromosome 21. It is associated with physical growth delays, mild to moderate intellectual disability, and characteristic facial features.

Autism spectrum disorder is an umbrella term for a group of developmental disorders that are neurological in origin and cause social, communication and behavioural challenges. It is characterized by impaired social interaction and repetitive behaviours.

INTRODUCTION:
The Rights of Persons with Disabilities Act 2016 recognizes 21 disabilities with broad classifications including physical, intellectual, and learning disabilities.
MAIN POINTS WITH EXPLANATIONS:
1. Locomotor Disabilities:
Inability to execute distinctive movements due to musculoskeletal or nervous system affliction.
2. Amputation and Cerebral Palsy:
Amputation is removal of limb; CP is damage to brain controlling movement and posture.
3. Dwarfism and Muscular Dystrophy:
Dwarfism means adult height of 4 feet 10 inches; Muscular Dystrophy weakens muscles.
4. Visual Impairment:
Visual acuity less than 3/60 in better eye with best possible correction.
5. Hearing Impairment:
Deaf means 70 DB hearing loss; Hard of hearing means 60 to 70 DB hearing loss.
6. Intellectual Disability:
Significantly subaverage general intellectual functioning impacting adaptive behaviours in daily life.
7. Down Syndrome:
Genetic disorder caused by extra chromosome 21 with physical growth delays and intellectual disability.
8. Autism Spectrum Disorder:
Neurological disorders causing social, communication, and behavioural challenges.
9. Learning Disabilities:
Memory, problem solving, attention, and reading difficulties affect everyday life.
CONCLUSION:
The RPWD Act 2016 provides comprehensive coverage of various physical, intellectual, and learning disabilities.

INTRODUCTION:
Adapted Physical Education is specially designed to make Physical Education accessible to children with special needs.
MAIN POINTS WITH EXPLANATIONS:
1. Building Programme for CWSN:
APE is developed as per individual needs through assessment and individual education plan.
2. Functional Activeness for Lifetime:
APE conditions brain, muscles, and movements for different functional tasks and sports skills.
3. Safe and Accessible Programme:
Environment, instruction, and equipment are modified to make PE safe and accessible.
4. Ensuring Active Participation:
APE ensures transition from specially designed PE to integrated or regular PE programme.
5. Developing Self-Esteem:
When CWSN access activities successfully, their self-esteem and self-image are enhanced.
6. Promoting Regularity and Discipline:
Participation provides feeling of wellbeing promoting regularity and healthy lifestyle adoption.
7. Promoting Sportsmanship:
Students learn rules, waiting turns, appreciating others, accepting defeat, and celebrating victory.
CONCLUSION:
APE aims to provide meaningful and successful physical education experiences to all children.

INTRODUCTION:
Inclusive Education requires various professionals to support CWSN achieving their full potential.
MAIN POINTS WITH EXPLANATIONS:
1. School Counsellor:
Works with CWSN, parents, teachers, and community for academic and personal development.
2. Counsellor's Role:
Helps develop communication, cooperation, conflict resolution skills, and positive self-attitude.
3. Physiotherapist:
Uses exercises to help patients gain and keep the best possible use of bodies.
4. Physiotherapist's Role:
Assesses body mechanics, improves mobility, and provides massage and exercise therapy.
5. Occupational Therapist:
Trains CWSN in daily-life skills and fine motor skills like handwriting and buttoning.
6. Occupational Therapist's Role:
Provides sensory intervention and sensory integration to help cope with challenges.
7. Physical Education Teacher:
Improves movement skills, hand-eye coordination, flexibility, and develops sports skills.
8. Speech Therapist:
Provides treatment for communication difficulties, fluency disorders, and two-way communication.
9. Special Educator:
Assesses child's abilities, develops curriculum, sets IEP, and handles inclusion.
CONCLUSION:
Collaborative effort of all professionals ensures comprehensive support and inclusion of CWSN.