PHYSICAL EDUCATION
AND SPORTS FOR
DIFFERENTLY ABLED
ORIGIN OF ADAPTIVE PHYSICAL
EDUCATION
⦿ 1838 – DIRECTOR OF PERKINS SCHOOL IN
BOSTON.
⦿ 1952- American Association for Health,
Physical Education and Recreation (AAHPER)
⦿ “a diversified Programme of developmental
activities, games, sports, and rhythms
suited to the interests, capacities, and
limitations of students with special needs
who may not safely or successfully engage
in unrestricted participation in the rigorous
activities of the regular Physical Education
Programme.”
ADAPTIVE PHYSICAL EDUCATION
o Adapted Physical Education is the art and
science of developing, implementing, and
monitoring a carefully designed Physical
Education instructional programme for a
learner with a disability, based on a
comprehensive assessment, to give the learner
the skills necessary for a lifetime of rich
leisure, recreation, and sport experiences to
enhance physical fitness and wellness.
o school-based Programmes for students aged 3–
21 years.
o modified instruction, resources, space and
environment for CWSN as per their ability.
According to Adapted Physical Education
National Standards (APENS) Adapted
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.
IMPORTANCE OF ADAPTED
PHYSICAL EDUCATION
DEVELOPMENT OF
Physical and motor skills- development of
gross motor skills & fine motor skills
Fundamental motor skills and patterns-
throwing, catching, walking, running, and
swinging.
Skills- aquatics, dance, and individual and
group games and sports
Diagnostic category
⦿ Physical disabilities – A physical disability is a
limitation on a person's physical functioning and
mobility.
⦿ Intellectual disabilities –Intellectual disabilities
involve impairment of general mental abilities that
impact adaptive functioning in three domains, or
areas including conceptual, social and practical.
⦿ Cognitive disabilities – Neurological disorders which
create hindrance instoring, processing and
producing information are called Cognitive
Disabilities. Cognitive disability affects ability to
read, compute, speak and write.
⦿ Affective disorders – Affective Disorders, also known
as mood disorders or psychiatric disorders, include
depression, bipolar disorder, and anxiety disorder.
Services provided by an APE
teacher
⦿ Planning services
⦿ Assessment of individuals
⦿ Prescription/placement: the IEP
⦿ Teaching/counselling/coaching
⦿ Evaluation of services
⦿ Coordination of resources and
consulting
⦿ Advocacy
Aim of Adapted Physical
Education
⦿ 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.
Objectives of adapted physical
education
⦿ To build a Programme to meet the needs of
CWSN
⦿ To build in CWSN the capacity to be
functionally active for lifetime
⦿ To provide a safe and accessible PE and sports
Programme as per the needs of the individual
⦿ To ensure active participation or transition
towards the integrated or regular PE
Programme (Inclusion)
⦿ Helping to develop self-esteem in CWSN
⦿ To promote regularity and discipline
⦿ To promote sportsmanship
PRINCIPLES OF ADAPTED PHYSICAL
EDUCATION
Modified equipment used:- The size, shape,
weight, colour and texture can be altered
according to the skill level of a students.
Modification of time:- Extra time should be
provided to students and allowing them
additional rest.
Medical check-up:- A complete medical check-
up of the student should be done so that the
activities of adapted physical education are
based on the disability the student is facing.
Changing environment:- The play area
should be according to the movement
capabilities of students.
Rules should be modified:- Rules should be
modified to suit different skill levels and to
encourage a just competition.
Using different instructional strategies:-
Using a variety of different instructional
strategies can help the children a lot of
learning.
ORGANISATIONS PROMOTING
ADAPTED PHYSICAL EDUCATION AND
SPORTS
PARALYMPICS
Paralympics Games is a major international multi-
sports events involving athletes with a range of
disabilities, including impaired muscle power, vision
impairment and intellectual impairment.
Paralympics Games are organised in parallel with the
Olympic Games.
International Paralympic Committee(IPC) is the global
governing body of the Paralympics Movement.
The vision of the IPC is, “To enable Paralympic
athletes to achieve sporting excellence and to inspire
and excite the world.” The Paralympic anthem is
"Hymne de l'Avenir" or "Anthem of the Future". It was
composed by Thierry Darnis and adopted as the
official anthem in March 1996.
SPECIAL OLYMPICS
Worlds largest organisation for Children and adults
with intellectual disabilities.
Concept introduced by Eunice Kennedy Shriver (1962)
– One day Camp Shriver for children at her home.
Logo Joy and Happiness to all the children of the
world- Zurab Tsereteli- 1979.
Mission- Year around sports training and atheletic
competition for intellectual disabled.
Participants- 8 Years with intellectual disability and
cognitive delays
Officially recognised by IOC in 1988.
SPECIAL OLYMPIC BHARAT
Special Olympic Bharat is an organisation
approved by National Sports Federation for
the development of persons with
intellectual disabilities.
It is a movement that uses sports to reform
the lives of disabled persons.
It organises competitive events in 24 Olympic
style individual and team sports events.
It gives training and coaching to intellectual
disabled persons and coaches to deal with
intellectual disabled persons.
DEAFLYMPICS
Deaflympics are an International Olympic
Committee (IOC) sanctioned events at which
deaf athletes compete at an elite level.
Unlike the athletes in other events, the
deaflympians cannot be guided by sounds.
The games have been organized by the “ The
International Committee of Sports for the
Deaf”. (CISS- Comite International des Sports
des Sourds.)
INCLUSIVE EDUCATION
INCLUSIVE EDUCATION is defined as a
learning environment that promotes full
personal, academic and professional
development of all learners irrespective of
race, class, colour, gender, disability,
learning styles and language.
IMPORTANCE OF INCLUSION
Molds the values of next generation of
children: students see the person first and
disability second. Students learn empathy and
to value diversity.
Provides opportunity for friendship:- Students
develop a comfortable way to interact with
disabilities.
Cultivate an enriched learning environment:-
Additional resources (therapist, special
educators) in the classroom benefit all
children.
ROLE OF SCHOOL COUNSELLOR
School Counsellors involve parents, teachers,
other school personnel, and members of the
community in assisting students’ development
into effective members of the community.
create a positive school climate in which
children can learn
A school counselor helps children in all ways, be
it academic, social, behavioural, or emotional.
They also help to provide specific solutions to
children with particular problems.
The counsellor also help child to learn as much
as he or she in class.
School Counsellors use individual and small-group counselling
to help students develop aptitudes such as:
skills in communicating, cooperating, and resolving conflict
the ability to engage in behaviours that foster good physical and
mental health and to avoid behaviours that destract from good
physical and mental health
skills in planning and making decisions, resulting in higher self-
efficacy and a sense of personal responsibility
an awareness of resources about educational and vocational
opportunities and ways to access those resources
positive attitudes towards one’s self, as both a student and a
potential worker
an awareness of and appreciation for both genders and the
contributions of cultural diversity in society
a comprehensive plan for school and work experiences through
high school and beyond
ROLE OF OCCUPATIONAL
THERAPIST
When children have difficulties in daily
activities because of lack of motor skills, it is
hard to fully participate in the things they
need to do. OTs who are regulated health
care professionals, help these children to
succeed with everyday activities.
They provide education and resources to
teachers and parents about how to develop
motor skills among children.
The role of an Occupational Therapist includes
⦿ training for activities of daily living skills like
toilet training, eating, dressing, bathing and
grooming
⦿ training for fine motor skills like buttoning
shirts, tying shoelaces, handwriting, movement
of fingers.
⦿ helping children in writing and other classroom
activities like grasping and releasing toys and
other objects
⦿ sensory intervention and sensory integration to
help the child in coping with challenges caused
by her/his sensory disorder e.g., using different
techniques to minimise self-harm actions,
sensory diet to fulfil her/his visual and
vestibular needs improve skills such as hitting
a ball or copying from black board.
ROLE OF PHYSIOTHERAPIST
Physiotherapy aims to help maximise
movement and function when someone is
affected by injury, illness or other disability.
Physiotherapist are responsible to provide
expert, holistic physical rehabilitation.
Treatment in school minimises absence from
school for therapy and provide opportunity
to discuss and give appropriate advice for
child
The role of a physiotherapist includes
⦿ assessment of the mechanics of the body
⦿ improvement the mobility in terms of joint
movement, gross motor movement and fine
motor movement
⦿ management of children and young persons
with movement disorders and disability.
⦿ maintenance and conditioning of bones,
joints and muscles to prevent degeneration
⦿ rehabilitation through different therapies
including massage manipulation, exercise
and movement, electrotherapy,
cryotherapy and hydro therapy
ROLE OF SPEECH THERAPIST
Speech and language therapy is concerned
with the identification, assessment and
support of speech, language, communication
and swallowing needs of children.
SLTs play a key role in diagnosis of children
with different speech, language and
communication needs.
ROLE OF PHYSICAL EDUCATION
INSTRUCTOR
Physical education Instructors are
responsible for the education of primary and
secondary school students in physical activity
and psychomotor learning.
Physical education Instructors now
incorporate health and nutrition topics into
their class to bring the goal of overall
wellness.
They role of a physical education teacher is
⦿ improving general movement, movement skills
and movement patterns
⦿ improving hand-eye coordination, flexibility,
muscular strength, endurance
⦿ developing different sports-specific skills such
as in basketball, soccer, swimming etc.
⦿ improving social skills such as listening,
understanding, implementing, playing in small
to large groups, taking responsibilities,
leadership etc.
⦿ providing psychological support by
channelizing energy to reduce anxiety,
hyperactivity, tension and depression,
developing self-esteem, reducing feelings of
isolation
Special Educator
⦿ plays a critical role in weaving all together
all the stakeholders in school and at home.
⦿ responsible for assessing the level of the
child, observing her/his performance or
behaviour to bring improvement in different
subject areas of special needs education.
The role of a special educator includes
⦿ assessment of the child’ s abilities
⦿ curriculum development as per abilities and
suitability
⦿ setting individual education plan (IEP)
⦿ setting weekly, monthly, annual goals
⦿ parent conferences or meetings
⦿ pre- and post-performance observation
⦿ reporting
⦿ integration
⦿ inclusion
⦿ transition
