4.1 Organizations Promoting Disability Sports

Multiple Choice Questions

The International Paralympics Committee was founded in the year   (CBSE TBQ)

(a) 1960

(b) 1948

(c) 1900

(d) 1989

The reason Paralympic Games got their name was because    (CBSE TBQ)

(a)  they were meant for athletes suffering from paraplegia.

(b)  they run alongside or parallel to the Olympic Games.

(c)   the athletes are paragons of their sports.

(d)  they are attended by a large number of paramedics.

Paralympic Games was a 1948 sporting competition held at Stoke Mandeville hospital in     (CBSE TBQ)

(a)  England

(b) United States of America

(c)   Germany

(d) Greece

The founder of Special Olympics was     (CBSE TBQ)

(a) Eunice Kennedy Shriver

(b) John F. Kennedy

(c) Lyndon B. Johnson

(d) Donald Trump

The first Deaflympics Games were held in the year    (CBSE TBQ)

(a) 1924

(b) 1948

(c) 1954

(d) 1988

Behaving properly with divyang (disabled) is called ______. (chap 4) (CBSE 2021, Comptt.)

(a) disability etiquettes

(b) disability strategies

(c) disability activities

(d) cognitive disability

What is the most important, while dealing with CWSN ? (chap 4)    (CBSE 2020, Comptt.)

(a) Time

(b) Sympathy

(c) Patience

(d) All of the above

 

Very Short Answer Type Questions (1 Mark)

Mention any two disability etiquettes. (4.1) (CBSE 2019)

Ans.  (1) When you meet a person with visual impairment, always identify yourself and others who may be with you.

(2) In case of introduction to a person with a disability, it is appropriate to shake hands.

(3) Always avoid asking personal questions to an individual who is differently abled.

(4) Always have conversation at a normal tone of voice. Don’t talk in high pitch to such individuals.        (any two)

What do you mean by Intellectual Disability ? (4.1)  (CBSE 2019)

Ans.  It is a disability characterised by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behaviour, which covers a range of everyday social and practical skills. Usually it occurs before the age of 18.

What do you mean by Congenital Deformity? (4.1) (CBSE 2018)

Ans.  Congenital deformity is a deformity/defect that is present at the time of birth but it is not inherited.

Give an example of cognitive disability.  (4.1)       (CBSE 2018, Comptt.)

Ans.  An example of a cognitive disability is intellectual disability.

 

Short Answer Type-I Questions (2/3 Marks)

When and where did Paralympics start? What was the purpose of these games? (CBSE TBQ)

Ans. • The Paralympics started in 1948 at Stoke Mandeville hospital in England.

• The purpose of these games was to provide a platform for athletes with disabilities to compete in international sporting events and showcase their abilities.

What is the vision of the International Paralympic Committee?      (CBSE TBQ)

Ans. The vision of the International Paralympic Committee (IPC) is “To enable Paralympic athletes to achieve sporting excellence and to inspire and excite the world.”

What is the anthem of the Paralympics? What, according to you, is its relevance?        (CBSE TBQ)

Ans.

• The relevance of the anthem of the Paralympics, “Hymne de l’Avenir” or “Anthem of the Future,” is to symbolize the spirit and aspirations of Paralympic athletes.
• It represents their determination, resilience, and ability to overcome challenges and achieve greatness in their respective sports.
• The anthem serves as a source of inspiration and motivation for both the athletes and the audience, reminding everyone of the power of human potential and the pursuit of excellence.

What do you understand by the term hypertonia?    (CBSE TBQ)

Ans. • Hypertonia is marked by an abnormal increase in muscle tension and reduced ability of a muscle to stretch.

• It may result from injury, disease, or conditions which involve damage to the central nervous system.

Differentiate between Special Olympics, Deaflympics and Paralympics.     (CBSE TBQ)

Ans. Special Olympics, Deaflympics, and Paralympics are all organizations that promote and organize sports events for individuals with disabilities. However, there are some key differences between them:

1. Special Olympics : Special Olympics is an organization that focuses on providing sports opportunities for individuals with intellectual disabilities. It was founded by Eunice Kennedy Shriver in 1968. Special Olympics offers a wide range of sports events and competitions for athletes with intellectual disabilities.
2. Deaflympics : Deaflympics is an organization that focuses on providing sports opportunities for individuals who are deaf or hard of hearing. It was founded in 1924 and is governed by the International Committee of Sports for the Deaf (ICSD). Deaflympics organizes sports events specifically for deaf athletes, including both summer and winter games.
3. Paralympics : Paralympics is an organization that focuses on providing sports opportunities for individuals with a range of disabilities, including physical impairments, visual impairments, and intellectual impairments. Paralympics was founded in 1960 and is governed by the International Paralympic Committee (IPC). Paralympics organizes both summer and winter games, which are held immediately following the respective Olympic Games.

What do you know about logo of Deaflympics?    (CBSE TBQ)

Ans.

• The logo of Deaflympics, designed in 2003, is a positive and powerful symbol of the international deaf sports community.
• Additionally, the logo incorporates the four colors of the national flags of the world, namely red, blue, yellow, and green.
• Overall, the logo of Deaflympics represents the unity, cultural diversity, and visual nature of the deaf sports community on an international level.

Define disability and list down any two types of disability. (4.1) (CBSE 2022)

Ans. 

• According to the World Health Organization (WHO), disability is an umbrella term that covers impairments, activity limitations, and participation restrictions.
• An impairment refers to a problem in body function or structure, while an activity limitation is a difficulty encountered by an individual in executing tasks or actions.

• Examples of two types of disabilities are :

  1. Physical impairment : This refers to limitations in body function or structure that affect a person’s physical abilities. Examples include paralysis, limb amputation, or muscular dystrophy.

  2. Intellectual impairment : This refers to limitations in cognitive functioning and adaptive skills. Examples include intellectual disabilities, Down syndrome, or autism spectrum disorders.

Suggest any four causes of disability. (4.1) (CBSE 2022, Comptt.)

Ans. Four causes of disability include :

1. Impairment in body structure and functions : This refers to physical or mental conditions that affect the normal functioning of the body, such as muscle weakness, limited range of motion, or cognitive impairments.
2. Aging : Disability is more common among older people due to age-related health conditions and degenerative diseases.
3. Poverty : People who are poor often have limited access to healthcare, education, and basic necessities, which can contribute to disabilities.
4. Insufficient healthcare and lack of access to assistive devices : Many people with disabilities do not receive the necessary healthcare and cannot afford assistive devices like wheelchairs or hearing aids, which can limit their ability to function and participate fully in society.

What are the types of disability? Explain briefly. (4.1) (CBSE 2018)

Ans. There are several types of disabilities :

• Physical Impairment : This includes impairments in muscle power, passive range of movement, loss of limb or limb deficiency, leg-length difference, short stature, hypertonia (abnormal increase in muscle tension), ataxia (lack of coordination of muscle movements), and athetosis (unbalanced, involuntary movements).
• Intellectual Impairment : This includes impairments in intellectual functioning and adaptive behavior, which affects a person’s ability to learn and function independently.
• Cognitive Impairment : This refers to impairments in cognitive functioning, such as memory, attention, problem-solving, and language skills.
• Sensory Impairment : This includes impairments in hearing or other sensory functions, such as touch or taste.
• Mental Illness : This refers to a range of mental health conditions that affect a person’s thinking, mood, behavior, and daily functioning.

Discuss the requirement of food supplements in children’s diets.  (chap 4)    (CBSE 2019, Comptt.)

Ans. ………………………….

Write a brief note on paralympics including its origin, describing the various categories and criteria. (4.1)

Ans. 

• Paralympics is a mega sports event organized by the International Paralympic Committee (IPC) for athletes with a range of disabilities.
• The word “Paralympics” is derived from the Greek word “para,” meaning beside or alongside, and “Olympic,” indicating that it is a parallel international Games competition for athletes with disabilities.
• The Paralympics originated from the Stoke Mandeville Games, a sporting competition held in 1948 at Stoke Mandeville hospital in England.
• The range of disabilities in Paralympics includes impaired muscle power, impaired passive range of movement, limb deficiency, leg length difference, short stature, hypertonia, ataxia, athetosis, vision impairment, and intellectual impairment.
• The classifications ensure fair competition by grouping athletes with similar impairments together.

 

Short Answer Type-II Question (4 Marks)

What was the major challenge facing the organisers of para-sports? How did they deal with this challenge?     (CBSE TBQ)

Ans. 

• The major challenge facing the organizers of para-sports was the potential for competition to become one-sided and predictable, with the least impaired athlete always winning.
• To address this challenge, para-athletes are placed in categories for competition based on their impairment, known as sport classes.
• These sport classes ensure that athletes with similar impairments compete against each other, creating a fair and competitive environment.
• The categories are based on the ten eligible impairment types, which vary from sport to sport.
• This classification system allows athletes with different disabilities to compete on an equal playing field and ensures that the competition remains exciting and inclusive.

Write a short note on Special Olympics.     (CBSE TBQ)

Ans.

• Special Olympics is the world’s largest sports organization for children and adults with intellectual and physical disabilities.
• It was founded by Eunice Kennedy Shriver in 1962 with the establishment of a day camp called Camp Shriver.
• The camp aimed to provide opportunities for children with special needs to participate in organized athletic events.
• Since then, Special Olympics has grown to provide year-round training and competitions to 5 million athletes and Unified Sports partners in 172 countries.
• Special Olympics holds various events, including the World Games, which are held every two years and alternate between Summer and Winter Games.
• The organization is recognized by the International Olympic Committee and works to provide opportunities for individuals with intellectual disabilities to develop physical fitness, demonstrate courage, experience joy, and participate in sports.
• In addition to sports, Special Olympics offers health screenings through its Healthy Athletes Program, which aims to educate athletes on health issues and identify any problems that may require follow-up.

List the programmes run by Special Olympics around the world.        (CBSE TBQ)

Ans. The programs run by Special Olympics around the world include:

1. Young Athletes Programme : An inclusive sport and play program for young people with and without intellectual disabilities between the ages of 2-7. It focuses on activities that promote mental and physical growth, motor skills, and hand-eye coordination.
2. Unified Sports Programme : This program brings together athletes with and without intellectual disabilities as teammates. The concept is that training and playing together can create a path to friendship and understanding. It promotes unity and breaks down stereotypes about people with intellectual disabilities.
3. Healthy Athletes Programme : This program offers health screenings to athletes in need. It provides screenings in areas such as podiatry, physical therapy, health promotion, audiology, sports physical exams, vision, and dentistry. The screenings educate athletes on health issues and identify problems that may need additional follow-up.
4. Special Olympic Sports Rules/Guidelines : Special Olympics has more than 30 Olympic-type individual and team sports that provide training and competition opportunities for people with intellectual disabilities. Athletes are divided into competition divisions based on their ability, age, and sex. Medals and ribbons are awarded to winners and participants.

 

Long Answer Type Questions (5 Marks)

What are the types and causes of disability ? Explain. (4.1) (CBSE 2020, Comptt.)

Ans. (1) Physical disability : • Motor (Movement related) and • Sensory (Feeling related)

Can also be musculoskeletal and neuromuscular.

Musculoskeletal is deformity of any part, genetic bone disease or muscular disease (Bones become weak causing postural deformity or muscles become weak)

Neuromuscular : Due to illness or disorder of nervous system like (cerebral palsy) where there is difficulty in body movement and muscular co-ordination, birth defect in spine with weakness of lower limbs (spina bifida), paralysis and loss of control in urination and passing stools or polio where a person develops walking problems and also limps. Injury/Disability due to stroke, head injury and spinal cord injuries are also neuromuscular.

(2) Cognitive disability : A person has certain limitations in mental functioning and skills like communication, social skills and taking care of themselves. Generally such persons have greater difficulty in even simple mental tasks.

They need assistance in almost every aspect of their daily lives. Two ways to classify :

• Functional disability like memory, problem solving, attention, reading, linguistic and verbal comprehension, maths, visual comprehension.
• Clinical disability include autism, dyslexia (difficulty in writing, speaking and reading), ADD (Attention Deficit Disorder), Down Syndrome etc.

(3) Intellectual disability : It results in below average intellectual quotient (I.Q.) and mental ability and lack of skills necessary for learning, problem solving, judgment, communication and independent living. This disability is normally apparent before 18 years of age. Such person show immature behaviour, limited self care skills and slow acquisition of new knowledge. This disability often leads to decreased reasoning, learning and judgment.

Causes of disability :

• Genetic
• Poverty
• Accidents
• Malnutrition
• Environment
• Diseases
• Health care
• Lack of education

 

Case Study Questions (4 Marks)

1. Paralympics is a mega sports event involving athletes with a range of disabilities, and is organized by the International Paralympic Committee. The range of disabilities includes impaired muscle power (eg., paraplegia and quadriplegia, muscular dystrophy, post-polio syndrome, spina bifda), impaired passive range of movement, limb defciency (eg., amputation or dysmelia), leg length difference, short stature, hypertonia, ataxia, athetosis, vision impairment and intellectual impairment. These disabilities are further divided into classifcations which vary from sport to sport. The word Paralympics is derived from the Greek word para which means beside or alongside and Olympic. Combined, Paralympics means an international Games competition that is parallel to the Olympics. Thus, the word Paralympics refers to “a series of international contests for athletes with disabilities that are associated with and held following the summer and winter Olympic Games.” There are Winter and Summer Paralympic Games, which since the 1988 Summer Games in Seoul, South Korea, are held almost immediately following the respective Olympic Games. All Paralympic Games are governed by the International Paralympic Committee (IPC). 

What
A) Controlling
B) Directing
C) Planning
D) Organising

2. Healthy Athletes Programme : This Programme offers health screenings to athletes in need. In 1997, Special Olympics began an initiative called Healthy Athletes that currently offers health screenings in seven areas: Fit Feet (podiatry), FUN ftness (physical therapy), Health Promotion (better health and well-being), Healthy Hearing (audiology), MedFest (sports physical exam), Opening Eyes (vision) and Special Smiles (dentistry). Screenings educate athletes on health issues and also identify problems that may need additional follow-up. For example, the FUNftness Programme that assesses flexibility, strength, balance, and aerobic ftness of the athlete. Following the screening, the physical therapist provides instructions on how to optimize their physical ftness in the area as screened. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

3. Special Olympic Sports Rules/Guidelines :

• Athletes shall be divided into competition division based upon their ability, age and sex. Competition divisions are structured so that an athlete competes against another athlete of similar ability
• Special Olympics has more than 30 Olympic-type individual and team sports that provide meaningful training and competition opportunities for people with intellectual disabilities.
• At competitions, medals are awarded to the frst, second and third-place winners in each event, and ribbons are awarded to athletes who fnish in fourth through eighth place.

To participate in Special Olympics, a person must be at least 8 years old and identifed by an agency or professional as having one of the following conditions: intellectual disabilities, cognitive delays as measured by formal assessment, or signifcant learning or vocational problems due to cognitive delay that requires or has required specially designed instruction. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

 

4.2 Concept of Classification and Divisioning in Sports

Multiple Choice Questions

Grouping process associated with Paralympics is referred as :       (CBSE TBQ)

(a) Divisioning

(b) Classification

(c) Grouping

(d) Categorization

Grouping process associated with Special Olympics is referred as?       (CBSE TBQ)

(a)  Divisioning

(b) Classification

(c) Grouping

(d) Categorization

Rule used by Special Olympics to achieve the intentions of fairness is referred as :       (CBSE TBQ)

(a) Maximum Effort Rule

(b) Honest Effort Rule

(c) Best Effort Rule

(d) Minimum Effort Rule

Which is the first step used in classification for Paralympics       (CBSE TBQ)

(a) Medical Assessment

(b) Functional Assessment

(c) Observation

(d) Competition

 

Short Answer Type-I Questions (2/3 Marks)

Describe ‘Maximum Effort Rule’ used in Special Olympics?     (CBSE TBQ)

Ans.

• The ‘Maximum Effort Rule’ in Special Olympics is a rule that requires athletes to give their maximum effort during the divisioning process.
• Athletes are expected to put in their best effort and perform to the best of their abilities.
• Coaches are also expected to motivate and encourage their athletes to give their best.
• This rule is in place to ensure fairness in the competition and to maintain the true spirit of competition.
• Athletes who do not participate honestly or do not adhere to the maximum effort rule may be disqualified from the competition.

Describe the concept of classification in Paralymics?     (CBSE TBQ)

Ans. 

• The concept of classification in Paralympics is a process used to group athletes based on different types of disabilities.
• It serves two roles: determining eligibility and grouping sportspeople for the purpose of competition.
• The classification process generally involves a medical assessment and a functional assessment, which includes observing the athlete in training and competition.
• The goal of classification is to ensure that an athlete’s impairment is relevant to their sport performance and to ensure equitable competition among athletes.

Difference between classification and divisioning in disability sports?         (CBSE TBQ)

Ans. 

Classification	Divisioning
·  Classification: Classification is a grouping process associated with Paralympics and para-athletes.	·  Divisioning is a process of grouping associated with Special Olympics.
·  It is a process used to assign categories to athletes based on different types of disabilities.	·  It is a performance-based system of grouping athletes based on their skill level.
·  The purpose of classification is to ensure fair competition by grouping athletes with similar impairments together.	·  In divisioning, athletes are categorized based on their age, gender, and ability.
·  The classification process in Paralympics generally involves a medical assessment and a functional assessment, which includes observing the athlete in training and competition.	·  The goal of divisioning is to ensure that athletes compete with others of similar ability in equitable divisions.

 

Short Answer Type-II Question (4 Marks)

Explain the objective and need for classification and divisioning in disability sports?  (CBSE TBQ)

Ans. 

• The objective of classification and divisioning in disability sports is to provide fair and equitable competition for athletes with disabilities.
• It aims to minimize the impact of variables such as age, gender, weight, and abilities on sports performance.
• The need for classification and divisioning arises from the fact that athletes with disabilities may have different levels of impairment or skill abilities.
• By grouping athletes based on their specific impairments or skill levels, it ensures that they compete against others who have similar abilities, thus creating a level playing field.
• This allows athletes to showcase their skills and abilities to the best of their potential and promotes fair competition.
• Classification and divisioning also serve the purpose of determining eligibility for participation in disability sports.
• It helps in identifying athletes who have impairments that limit their ability to participate in certain activities and ensures that they are included in the appropriate sports category.

 

Long Answer Type Question (5 Marks)

Discuss in the detail the concept, aim and scope of sports medicine.  (4.2)     (CBSE 2018, Comptt.)

Ans. ………………………..

 

Case Study Questions (4 Marks)

1. The concept of Classifcation and Divisioning is a process used in disability sports for providing even and fair competition for athletes with disability through grouping of athletes. The purpose is very much similar to grouping system used in mainstream sports according to their age-group, gender, weight etc. The general goal of any classifcation or divisioning in disability sports is to reduce or minimize the effect of sports performance due to any of the above-mentioned variables like age, gender, weight or even abilities. In this chapter we will understand the two terms — ‘classifcation’ and ‘divisioning’, wherein ‘classifcation’ is a grouping process associated with Paralympics and para-athletes, and ‘divisioning’ is a process of grouping associated with Special Olympics. Classifcation process adopted by Paralympics assigns categories to athletes based on different types of disabilities, on the other hand divisioning process of Special Olympics is a performance based system of grouping athletes bases on their skill level. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

2. Divisioning in Sports by Special Olympics : Special Olympics uses a competitive-level matching or grouping referred to as ‘divisioning’, which is a fundamental rule at Special Olympics. Athletes in competitions are matched with others of the same gender, about the same age and most importantly, of about the same competitive ability.
The fundamental difference between Special Olympics competitions and those of other sports organizations is that athletes of all ability levels are encouraged to participate, and every athlete is recognized for his/her performance. Competitions are structured so that athletes compete with other athletes of similar ability in equitable divisions 

What
A) Controlling
B) Directing
C) Planning
D) Organising

3. Physical Impairment : There are eight different types of physical impairment :
• Impaired muscle power – With impairments in this category, the force generated by muscles, such as the muscles of one limb, one side of the body or the lower half of the body is reduced.eg., spinal cord injury, spina bifda, post-polio syndrome.
• Impaired passive range of movement – Range of movement in one or more joints is reduced in a systematic way. Acute conditions such as arthritis are not included in this category.
• Loss of limb or limb defciency – A total or partial absence of bones or joints from partial or total loss due to illness, trauma, or congenital limb defciency.eg., amputation, dysmelia.
• Leg-length difference – Signifcant bone shortening occurs in one leg due to congenital defciency or trauma.
• Short stature – Standing height is reduced due to shortened legs, arms and trunk, which are due to a musculoskeletal defcit of bone or cartilage structures. eg., achondroplasia, growth hormone defciency, osteogenesis imperfecta.
• Hypertonia – Hypertonia is marked by an abnormal increase in muscle tension and reduced ability of a muscle to stretch. Hypertonia may result from injury, disease, or conditions which involve damage to the central nervous system. eg., cerebral palsy.
• Ataxia – Ataxia is an impairment that consists of a lack of coordination of muscle movements. eg., cerebral palsy, Friedreich’s ataxia, multiple sclerosis.
• Athetosis – Athetosis is generally characterized by unbalanced, involuntary movements and a diffculty maintaining a symmetrical posture. eg., cerebral palsy, choreoathetosis. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

 

4.3 Concept of Inclusion in Sports, its Need and Implementation

Multiple Choice Questions

Inclusion is vast concept that implies          (CBSE TBQ)

(a) including learners with differing abilities, appearance and economic conditions in education

(b) including learners with an emotional or intellectual impairment in mainstream education

(c) integrating all children with intellectual disabilities into main stream schooling

(d) integrating all children with physical disabilities into main stream schooling

Right to education provides free education for all children within the age group of :        (CBSE TBQ)

(a)  5-10 years

(b) 6-14 years

(c) 10-18 years

(d) 2-7 years

Which of the following will be an inclusive school :          (CBSE TBQ)

(a) Mainstream school with separate classrooms for different abilities

(b) Mainstream school with same classrooms for different abilities

(c) Separate schools for mainstream and for children with disability

(d) All of the above

 

Short Answer Type-I Questions (2/3 Marks)

What do you understand by inclusion in education? (CBSE TBQ)

Ans. 

• Inclusion in education refers to the practice of providing equal opportunities for all students, regardless of their abilities or disabilities, to participate in mainstream education.
• It involves creating an inclusive environment where students with special needs are integrated into regular classrooms and are given the necessary support and accommodations to succeed academically and socially.
• Inclusion promotes diversity, acceptance, and equal access to education for all students, regardless of their differences.
• It aims to ensure that every student feels valued, included, and supported in their learning journey

How does inclusion in PE help improve communication skills of learners?  (CBSE TBQ)

Ans. Inclusion in physical education can contribute to the improvement of learners’ communication skills in several ways.

• Firstly, when students with and without disabilities participate together in physical education activities, they have the opportunity to interact and communicate with each other.
• Secondly, physical education often involves team-based activities and games, which require students to communicate and collaborate with their peers.
• They need to communicate their ideas, strategies, and instructions to their teammates, which helps them develop their communication skills.
• Additionally, inclusive physical education provides a supportive and inclusive environment where students feel comfortable expressing themselves and communicating with others.
• This can boost their confidence and willingness to engage in communication.

What do you understand by inclusion in education?  (CBSE TBQ)

Ans. –Inclusion in physical education can help improve learners’ communication skills in several ways :

• Teamwork and Collaboration : In inclusive physical education settings, learners with and without disabilities work together as a team.
• Through these interactions, learners develop their communication skills, including listening, speaking, and non-verbal communication.
• Peer Interaction : In inclusive physical education, learners have the opportunity to interact with their peers, both with and without disabilities.
• Problem-Solving : In physical education activities, learners often encounter challenges or obstacles that require problem-solving skills.
• In inclusive settings, learners with disabilities may have different perspectives and approaches to problem-solving.
• Verbal and Non-Verbal Communication : Physical education activities provide opportunities for learners to practice both verbal and non-verbal communication.

What do you understand by inclusion in physical education? (CBSE TBQ)

Ans. Inclusion in physical education can help improve learners’ communication skills in several ways :

• Teamwork and Collaboration : In inclusive physical education settings, learners with and without disabilities work together as a team.
• Peer Interaction : In inclusive physical education, learners have the opportunity to interact with peers of different abilities.
• Problem-Solving : In physical education, learners often encounter challenges and obstacles that require problem-solving skills.
• Verbal and Non-Verbal Communication : Physical education activities provide opportunities for learners to practice both verbal and non-verbal communication.
• Increased Confidence : Inclusive physical education can boost learners’ confidence in their communication abilities.

How does inclusion in PE help improve communication skills of learners?   (CBSE TBQ)

Ans. Inclusion in physical education helps improve the communication skills of learners in several ways :

• Interaction with peers : In inclusive physical education settings, learners with and without disabilities have the opportunity to interact and engage with each other.
• Teamwork and collaboration : In inclusive physical education, learners are often required to work in teams or groups to achieve common goals.
• Verbal and non-verbal communication : Inclusive physical education provides learners with opportunities to practice both verbal and non-verbal communication.
• Problem-solving and decision-making : Inclusive physical education activities often involve problem-solving and decision-making.
• Peer support and encouragement : In inclusive physical education, learners with disabilities receive support and encouragement from their peers.

List two benefits of inclusive education.    (CBSE TBQ)

Ans. Two benefits of inclusive education are :

1. Enhances Sensitivity : In an inclusive classroom, students without disabilities become more sensitive and caring towards their peers with special needs. They learn to understand and appreciate their emotions and feelings, and develop empathy towards them. This not only brings immense satisfaction to the students but also helps in forming lifelong friendships.

2. Creates Better Understanding and Appreciation : Inclusive education helps students, both with and without special needs, to understand and appreciate the strengths and weaknesses of their classmates. They learn to value each other despite their differences, which creates a sense of belonging and prepares them for life outside the classroom.

List down any two strategies to make physical activities accessible for CWSN. (4.3)     (SQP Term-II, 2021-22)

Ans. Two strategies to make physical activities accessible for children with special needs are :

1. Graded activities : This strategy involves starting with simple activities and gradually increasing the complexity. By gradually introducing more challenging tasks, children with special needs can build their skills and confidence over time.

2. Communication : Clear and effective communication is essential for making physical activities accessible. Providing advance information about the activity, space, and any changes, using a variety of instructional strategies (verbal, visual, peer teaching), and giving positive and specific feedback can help children with special needs understand and participate in physical activities.

Plan a strategy for making physical activity accessible for Children With Special Need. (4.3)   (SQP 2020-21)

Ans. Strategies to make physical activities accessible for CWSN : 

1. Medical check up
2. Interest of child to be considered
3. Modified equipment to be used
4. Provide specific environment
5. Variety of instruction
6. Modified rules
7. Previous knowledge to be considered          (any six)

 

Short Answer Type-II Question (4 Marks)

How does inclusion in Physical Education benefit CWSN? (CBSE TBQ)

Ans. The benefits of inclusion in Physical Education for children with special needs include :

• Physical benefits : Regular physical activity helps improve strength, flexibility, bone health, endurance, and cardiovascular fitness in children with special needs.
• Emotional benefits : Physical activity can improve general mood and wellness in children with special needs.
• It can also contribute to improved self-esteem, social awareness, and self-confidence, empowering their lives.
• Social benefits : Inclusive Physical Education provides ample opportunities for all students, including those with disabilities, to have better social relations.
• It allows students with special needs to interact and work collectively with their peers, promoting social skills and inclusion.
• Cognitive benefits : Physical Education and sports activities can lead to cognitive improvements in children with special needs.
• It helps them develop skills such as self-regulation, decision-making, focus, and problem-solving abilities.
• Independence : Participation in Physical Education and sports can lead to increased independence for children with special needs.

How does inclusive education help integration of CWSN in society? (CBSE TBQ)

Ans. Inclusive education promotes the integration of children with special needs into society in several ways :

• Enhances Sensitivity : In an inclusive classroom, students without disabilities become more sensitive and caring towards their peers with special needs.
• Creates Better Understanding and Appreciation : Inclusive education helps students, both with and without special needs, to understand and appreciate the strengths and weaknesses of their classmates.
• Builds Self-Esteem : Inclusive classrooms provide diverse learning environments where students with special needs can observe and talk about different learning patterns. Improved self-confidence enables them to participate more actively in society.
• Improves Social and Communication Skills : Inclusive education provides ample opportunities for students with special needs to interact and develop social relations with their peers without disabilities.
• Creates a Sense of Belonging : Inclusive education allows all children to be part of a community and develop a sense of belonging. This sense of belonging helps children with special needs feel accepted and valued, leading to their active participation in society.

How can inclusive education be implemented in India? (CBSE TBQ)

Ans. –The strategies for implementing inclusive education in India are as follows :

• Ensuring effective implementation of the Right to Education in all states to ensure that no child is left out of education, including children with special needs.
• Equipping teachers, especially in rural areas, through appropriate training and in-service workshops to teach children with special needs in an inclusive classroom.
• Developing a support team through regular analysis of schools, curriculum, and amenities to provide access to the regular curriculum for children with learning difficulties.
• Involving parents as partners and resources in the decision-making process to enhance their child’s learning and create a collaborative effort for effective inclusive education.
• Focusing on the abilities and talents of children with special needs rather than their disabilities, to promote their self-esteem and recognition of their capabilities.
• Designing schools and classes in ways that accommodate the needs of children with special needs, including adjustments in classrooms, transport facilities, and educational materials.
• Developing education goals according to each child’s abilities and designing a suitable examination system and periodic evaluation to meet the challenges and changing trends.
• Promoting good relations and understanding between families of students with disabilities and without disabilities to create an appropriate environment for implementing inclusive education.

 

Case Study Questions (4 Marks)

1. Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a diffculty encountered by an individual in executing tasks or actions. Problems experienced by an individual in life situations are called participation restrictions.
In other words, disability is not just one health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives.

Disability is more common among women, older people, children and adults who are poor. People with disabilities often have less education and have deprived living conditions—including insuffcient food, poor housing, lack of access to safe water and sanitation. This causes disabled individuals to have the highest risks for infectious and non-infectious diseases.
People with disabilities often do not receive the needed health care and approximately half cannot afford it. Data from four countries in the Region found that only 26% to 55% of people received the medical rehabilitation they needed, while only 17% to 37% received the assistive devices they needed such as wheelchairs, prostheses and hearing aids. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

2. Role of School : School gives a structured programme to a child or a group where co-scholastic activities and sports are a part of the regular routine. All schools must have trained APE teachers to give a specially-abled child access to games where equipment and movements are adapted in a fun way for her/his holistic development. Here, a teacher or a coach helps a child to transit towards competitive sports under different organizations such as Special Olympics, Paralympics etc.. The school should take care to provide infrastructure that is compatible with the needs of CWSN e.g., a ramp along with stairs. Schools must run sensitization programmes so that CWSN are recognised for their efforts and organise intramural and extramural sports competitions or carnivals. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

3. Each individual is different in terms of his physical, social, emotional and cognitive characteristics. This diversity is a reality, and everyone should respect the differences in each other. Inclusion is a vast concept that implies including everyone in education without being judgmental about the abilities, appearance, economic condition etc. of the participants. Inclusion in education refers to a model wherein CWSN spend most or all of their time with students with non-special needs. It is based on the notion that Inclusive Education is more effective for students with special needs since they get a mixed experience. This social interaction leads to success in later life.

Inclusion plays a big role in creating a safe, comfortable and emotionally secure environment in any educational institution. Inclusion is not a law to be forced on anyone. It is a process which enables a child smooth transition to understand, accept and implement the culture of inclusion in different situations. Physical education and sports play a very important role in promoting inclusion in any educational institute. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

 

4.4 Advantages of Physical Activities for CWSN

Very Short Answer Type Questions (1 Mark)

Define Motor Development. (4.4)       (CBSE 2017)

Ans. Development of child’s bones, muscles and ability to move around and manipulate his/her environment. (Gross motor development Fine motor development)

Or

Development of general body control, fine motor skills and large muscle movements.

 

Short Answer Type-I Questions (2/3 Marks)

What are the benefits of physical activities for children with special needs? Explain. (4.4)          (CBSE 2018, Delhi)

Ans. Some benefits of physical activities for children with special needs are as follow :

• Physical improvement
• Reduce risk of health complications
• Mental improvement
• Behavioral patterns
• Improve self-esteem and develop self confidence
• Reduce level of anxiety, stress and depression
• Cognitive benefits
• Better emotional and psychological health               (explain any 3)

Briefly explain the six physical benefits of exercise to children. (4.4)    (CBSE 2015)

Ans. The six physical benefits of exercise for children with special needs are :

Interpret any six strategies to make physical activities accessible for children with special needs. (4.4)         (CBSE 2022, Comptt.)

Ans. …………………………….

 

Long Answer Type Questions (5 Marks)

What are the types of motor development? Describe any six factors affecting motor development in children. (4.4) (CBSE 2018, Delhi)

Ans. Types of motor development :

• Gross motor development — large muscles of the body — sitting, standing, walking, running, jumping
• Fine motor development — associated with small muscles — catching, holding, throwing, aerobic exercises etc.

Factors affecting motor development in children :

(i) Heredity, (ii) Nutrition, (iii) Sleep, (iv) Environment, (v) Immunization, (vi) Stimulation, (vii) Recreation, (viii) Education, Learning and Productivity, (ix) Gender, (x) Postural deformity, (xi) Sensory impairment, (xii) Obesity, (xiii) Opportunity, (xiv) Social skills, (xv) Training and practice, (xvi) Mental health.

1. Genetics : Genetic factors play a significant role in motor development. Certain genetic conditions or variations can affect a child’s muscle tone, coordination, and overall motor skills.

2. Environmental factors : The environment in which a child grows up can impact their motor development. Factors such as access to safe and stimulating play spaces, availability of toys and equipment, and opportunities for physical activity can all influence a child’s motor skills.

3. Physical health : Children with certain health conditions or disabilities may experience delays or difficulties in motor development. For example, a child with cerebral palsy may have challenges with muscle control and coordination.

4. Nutrition : Adequate nutrition is essential for proper motor development. Malnutrition or deficiencies in certain nutrients can hinder the growth and development of muscles and bones, affecting a child’s motor skills.

5. Physical activity and exercise : Regular physical activity and exercise are crucial for the development of motor skills. Children who engage in active play and participate in sports or structured physical activities tend to have better motor skills compared to those who are sedentary.

6. Socioeconomic factors : Socioeconomic factors, such as income level and access to resources, can impact motor development. Children from disadvantaged backgrounds may have limited access to quality healthcare, nutritious food, and opportunities for physical activity, which can affect their motor skills.

What are the physical and physiological benefits of exercise for children ? Write in detail. (4.4) (CBSE 2017, Comptt.)

Ans. The physical and physiological benefits of exercise for children include :

1. Improved overall physical health : Regular exercise helps improve muscle strength, endurance, flexibility, and cardiovascular efficiency. It also helps in maintaining a healthy weight and reducing the risk of obesity.

2. Development of motor skills : Exercise helps children develop better motor skills, including hand-eye coordination and balance.

3. Increased bone strength : Weight-bearing exercises, such as running or jumping, help in the development of strong bones and reduce the risk of osteoporosis later in life.

4. Enhanced cognitive function : Exercise has been shown to improve cognitive function, including attention, memory, and problem-solving skills.

5. Improved mental health : Regular physical activity can reduce the risk of depression and anxiety in children. It also helps in boosting mood and overall mental well-being.

6. Better sleep : Exercise promotes better sleep patterns, leading to improved concentration and overall daytime functioning.

7. Increased energy levels : Regular exercise helps children build stamina and endurance, leading to increased energy levels throughout the day.

8. Reduced risk of chronic diseases : Engaging in physical activity from a young age can help reduce the risk of developing chronic diseases such as heart disease, diabetes, and certain types of cancer later in life.

9. Improved self-esteem and confidence : Participating in physical activities and sports can boost self-esteem and confidence in children, as they develop new skills and achieve personal goals.

10. Social interaction and teamwork : Exercise and sports provide opportunities for children to interact with their peers, make friends, and learn important social skills such as teamwork, communication, and cooperation.

 

Case Study Questions (4 Marks)

1. Physical Benefts : Scientifc studies of disability groups have demonstrated that participation in physical activity and sport leads to improved levels of well-being and physical health. Children with intellectual disabilities may have additional physical disabilities resulting in below age-level performance in typical motor skills. Regular involvement in physical education and sport can help them to develop their gross motor and fine motor skills which may improve their overall performance. When encouraged to participate in a regular ftness routine, many CWSN show improvement in everything from their hand-eye coordination and flexibility, to their muscle strength, endurance, and even cardiovascular effciency. These are all simply the natural benefts of exercise. This development of better motor skills and enhanced physical health helps individuals to fght back against problems such as obesity, and the health complications that follow 

What
A) Controlling
B) Directing
C) Planning
D) Organising

2. Psychological Benefts : P Regular participation in sports and physical activities is not just benefcial for the body, it is benefcial for the mind, too. Physical activity improves general mood and wellness in CWSN by improving their selfesteem, social awareness, and self- confdence, all of which are factors essential for empowering their lives. On the one hand the physical outlet provided by sports and physical activity reduces anxiety, stress and depression, and on the other, interaction and involvement with other students gives children a sense of accomplishment and confdence. For CWSN, developing a sense of selfesteem is particularly important, as they may often feel isolated and removed from the group. 

What
A) Controlling
B) Directing
C) Planning
D) Org

3. Behavioural Benefts : The energetic nature of physical education leads to cognitive improvements in CWSN, allowing them to develop skills that they may not develop in a traditional classroom setting. Sports and Games are a structured activity with a set of rules and organisation. They help the child learn to practice self-regulation and enhance their decision- making skills. In addition, CWSN can learn to focus on specifc goals, and work on their verbal communication by interacting with peers on the sports field. Sports and Physical education teach children a range of skills that include teamwork, problem solving abilities, increased attention span, and focus on task-based behaviour. Eventually, these skills can transfer into other classroom settings too, so that CWSN have a greater ability to learn and engage with their peers outside of physical education. 

What
A) Controlling
B) Directing
C) Planning
D) Org

 

4.5 Strategies to Make Physical Activities Accessible for CWSN

Multiple Choice Questions

Development of Gross Motor and Fine Motor skills are benefits which are part of :       (CBSE TBQ)

(a)  Physical benefits

(b) Mental benefits

(c) Social benefits

(d) Emotional benefits

Graded activities as strategy for effective inclusive physical education program includes :     (CBSE TBQ)

(a) Complex to simple activities

(b) Simple to complex activities

(c) Challenging abilities

(d) None of the above

Which of the following is least preferred strategy for making physical activities accessible :      (CBSE TBQ)

(a) Appropriate space

(b) Age appropriate equipments

(c) Trained coaches and scientific resources

(d) Exclusive training venue for specific disability sports

(e) Common venue with accessibility for multiple disability sports

Cognitive disability may cause difficulty in which of the following activity ? (4.5)    (CBSE 2020)

(a) Reading

(b) Writing

(c) Mathematics

(d) All of the above

Which of the following is not a cognitive disability? (4.5) (SQP 2019-20)

(a) Dyslexia

(b) Hyperactivity

(c) Memory disorder

(d) Sensory impairment

 

Very Short Answer Type Questions (1 Mark)

What do you understand by ‘Physical Disability’? (4.5) (CBSE 2018, Delhi)

Ans. • Limitation on an individual’s physical functioning.

• Motor deficiency or sensory impairment that affects the mobility and manual skills is physical disability.   (Any one)

Define intrinsic motivation? (4.5)      (SQP 2015-16)

Ans. Intrinsic motivation refers to the internal drive or desire to engage in an activity for its own sake, without any external rewards or incentives.

 

Short Answer Type-I Questions (2/3 Marks)

How will you communicate with a classmate suffering from cognitive disability? (CBSE TBQ)

Ans. Some effective ways to communicate with a classmate who has a cognitive disability include :

• Use clear and simple language : Use simple words and sentences to convey your message.
• Visual aids : Utilize visual aids such as pictures, charts, or diagrams to support your verbal communication.
• Non-verbal communication : Pay attention to non-verbal cues such as facial expressions, gestures, and body language.
• Use assistive technology : Explore the use of assistive technology tools or devices that can support communication, such as communication boards or speech-generating devices.

In what ways does participation in sports and games benefit a person with disability? (CBSE TBQ)

Ans. Participation in sports and games can benefit a person with disability in several ways :

• Physical benefits : Regular participation in sports and games can improve gross motor skills, fine motor skills, hand-eye coordination, flexibility, muscle strength, endurance, and cardiovascular efficiency.
• Social benefits : Participation in sports and games provides opportunities for individuals with disabilities to engage in social interactions, make friends, and develop social skills.
• Emotional benefits : Physical activity, including sports and games, is proven to decrease rates of depression.
• Cognitive benefits : Sports and games can have cognitive benefits for individuals with disabilities.
• Independence : Participation in physical education and sports can lead to increased independence for individuals with disabilities.

What are the symptoms of Autism Spectrum Disorder ? (4.5) (CBSE 2022)

Ans. ………………………

Distinguish between cognitive disability and physical disability on the basis of their characteristics. (any two) (4.5)        (CBSE 2021, Comptt.)

Ans. Here are the characteristics that distinguish cognitive disability from physical disability :

Cognitive Disability :

1. Impairment in cognitive functions : Cognitive disability refers to a limitation in cognitive functions, such as thinking, reasoning, memory, attention, and problem-solving abilities.
2. Impact on intellectual functioning : Individuals with cognitive disabilities may have below-average intellectual functioning, which can affect their ability to learn, understand, and process information.

Physical Disability :

1. Impairment in body structure or function : Physical disability refers to an impairment in body structure or function that affects a person’s ability to perform physical tasks or movements.
2. Impact on mobility and physical abilities : Physical disabilities can affect an individual’s mobility, coordination, strength, and dexterity. This can result in difficulties with walking, using limbs, or performing specific physical tasks.

Recreational activities as means for fitness development. Justify. (4.5)   (CBSE 2013, Comptt.)

Ans. Recreational activities are justified as a means for fitness development because they provide numerous physical, mental, and social benefits.

• Participating in regular fitness routines through recreational activities can improve overall physical health, including hand-eye coordination, flexibility, muscle strength, endurance, and cardiovascular efficiency.
• These activities also help individuals fight against problems like obesity and the health complications that come with it.
• Additionally, recreational activities provide opportunities for social interactions, making friends, and developing social skills.
• Overall, recreational activities contribute to a healthy lifestyle and empower the lives of individuals, including those with special needs

What do you mean by disability etiquettes ? List down any four disability etiquettes while communicating with a person with special needs. (4.5)   (CBSE 2022)

Ans. Disability etiquettes refer to the appropriate and respectful ways of interacting and communicating with individuals with special needs or disabilities.

Here are four disability etiquettes to keep in mind :

1. Use person-first language : Always prioritize the person over their disability. Instead of saying “disabled person,” use “person with a disability.” This shows respect and acknowledges their individuality.

2. Ask before offering assistance : If you see someone with a disability who may need help, it is important to ask first before offering assistance. Respect their autonomy and allow them to decide if they need assistance or not.

3. Use clear and direct communication : When communicating with a person with special needs, speak clearly and directly. Avoid using complex language or jargon. If necessary, ask if they need any clarification or if there is a preferred method of communication.

4. Be patient and understanding : Individuals with special needs may require more time to process information or communicate. Be patient and give them the time they need. Avoid rushing or interrupting them during conversations.

Differentiate between cognitive and physical disability. (4.5) (CBSE 2019, Comptt.)

Ans. 

• Cognitive disability refers to impairments in cognitive functioning, such as thinking, memory, problem-solving, and learning abilities.
• It affects a person’s intellectual functioning and can impact their ability to understand and process information.
• Physical disability refers to impairments in the body’s structure or function that result in limitations in mobility, coordination, or physical abilities.
• It can include conditions such as paralysis, limb loss, muscular dystrophy, or spinal cord injuries.
• In summary, cognitive disability relates to difficulties in cognitive functioning, while physical disability relates to limitations in physical abilities or mobility.

Explain cognitive disability along with its symptoms. (4.5) (SQP Term-II, 2021-22)

Ans. –

• Cognitive disability refers to a significant impairment in intellectual functioning and associated limitations in adaptive behavior.
• Individuals with cognitive disabilities may have difficulties with memory, attention, language, and understanding information.

Some common symptoms include :

• Intellectual functioning : Individuals with cognitive disabilities often have below-average intellectual functioning, typically measured by an IQ score below 70.
• Memory problems : Cognitive disabilities can impact short-term and long-term memory.
• Social and emotional challenges : Individuals with cognitive disabilities may experience difficulties in social interactions and emotional regulation.

*Create a mind map including any six advantages of physical activities for children with special needs. (4.5)  (SQP 2022-23)

Ans. Six advantages of physical activities for children with special needs.

 

Short Answer Type-II Question (4 Marks)

How will you motivate a classmate with disability to take part in games and sports?         (CBSE TBQ

Ans. Some strategies that can be used to motivate individuals with cognitive disabilities to participate in games and sports include :

1. Individualized approach : Recognize and understand the unique needs and abilities of each individual with cognitive disabilities. Tailor the activities and instructions to their specific needs and provide necessary support and accommodations.

2. Positive reinforcement : Provide positive feedback and rewards to encourage and motivate individuals with cognitive disabilities. Recognize their efforts and achievements, no matter how small, to boost their self-confidence and motivation.

3. Clear communication : Use clear and simple language when giving instructions or explaining the rules of the game. Visual aids, social stories, or visual schedules can also be helpful in enhancing understanding and participation.

4. Peer support : Encourage participation in inclusive settings where individuals with cognitive disabilities can interact and engage with their peers. Peer support and encouragement can greatly motivate and inspire individuals to participate in games and sports.

5. Fun and enjoyment : Emphasize the fun and enjoyment aspect of games and sports. Create a positive and inclusive environment where individuals with cognitive disabilities feel comfortable and have opportunities to socialize and have fun with their peers.

6. Gradual progression : Start with activities that are at an appropriate level of difficulty for each individual and gradually increase the challenge as they progress. This helps to build confidence and motivation to continue participating.

7. Individual goals : Set individualized goals for each individual with cognitive disabilities. These goals can be related to skill development, personal achievements, or simply having fun. Regularly review and celebrate the progress made towards these goals.

 

Case Study Questions (4 Marks)

1. Equipment : A lack of appropriate equipment, coupled with a lack of professionals trained to support physical activity among children and youth with different ability levels, discourages participation. There are a growing number of disabled people who are interested in recreation and sport activities. In recent years several modifed devices are on offer for adapted sports. There are many examples of simple and sophisticated equipment, including computerized devices like wheelchairs for recreation and sport activities. There are sport competitions involving four groups of disabled sportspersons, namely (1) the deaf, (2) people with physical disability, (3) people with intellectual (mental) disability, (4) people supported by specially designed high level engineering equipment. All of them can use many kinds of equipment and facilities.

What

A) Controlling
B) Directing
C) Planning
D) Organising

2. Graded Activities : During initial stage activities should be simple and each activity should be based on a single action. There should be a gradual move from nonlocomotor to locomotor to manipulated activities. For these activities, the level of assistance should be physical, verbal and independent. CWSN need help in learning a fundamental motor skill. It will need to be practised with the students so they are able to visualize it through the teacher’s body action. In addition, one can use videos. As they watch the video, words or phrases that highlight the important part on which the demonstration is focusing must be used. They could also be asked to demonstrate the skill to ensure the instructions have been understood before commencing practise and they must start practice immediately after viewing a demonstration. The activity must be practised with progressive count, or even performed dramatically with rhymes or songs with voice modulation so they enjoy the activities. 

What
A) Controlling
B) Directing
C) Planning
D) Organising

3. Social strategies : A CWSN must be allowed to choose a sport she/he enjoys. It’s easier for children to be motivated when they enjoy the activity. At frst, the CWSN should be encouraged to watch others. Once the child sees people having fun as they play, she/he will be motivated to participate too. Then, the child could be started on individual training, and transferred to a small group with supervision and reminder. The Teacher must act as a mediator, helping the CWSN to interact with other members of group. There should be individual check on each person who is participating and they should be motivated with reminders whenever they get distracted. Each person should be greeted before the session and each lesson should end with positive feedback. 

What
A) Controlling
B) Directing
C) Planning
D) Organising