Smart Notes – 4. Physical Education and Sports for CWSN

CBSE Physical Education Class 12

About Lesson

4.1 Organizations Promoting Disability Sports

Disability refers to limitations in individual functioning, including physical impairment, intellectual impairment, cognitive impairment, sensory impairment, mental illness and various types of chronic diseases.

Due to impairment, attitudinal, and environmental limitations, a disabled person is unable to participate in sports and physical education.

History of para Olympics with chronology :

Sports competitions for athletes with disabilities have been around for more than a century, and the first deaf athletic clubs were founded in Berlin in 1888.
But it wasn’t until after World War II that competitive games for individuals with disabilities were commonly accepted.
The goal was to help the enormous population of war veterans and the troops who had sustained wounds during combat.
Guttmann held the first-ever wheelchair contests in 1948 during the opening ceremony of the Olympic Games in London.
In 1952, Dutch ex-servicemen joined the Movement and the International Stoke Mandeville Games Federation (ISMGF) was founded.
The ISMGF, along with International Sport Organisation for the Disabled (ISOD), which had been formed in 1964
First Paralympic Games was held in 1960 atRome in Italy.
Sports for intellectually handicapped people had its start when Eunice Kennedy Shriver organised a summer Day Camp in the backyard of her Maryland house in the 1960s.These sports were eventually marketed as Special Olympics.
At Soldier Field in Chicago, the inaugural International Special Olympics Games were held in July 1968.
The International Committee of Sports for the Deaf (ICSD), which has overseen the Deaflympics since their inaugural International Silent Games in Paris in 1924, has also promoted sports for those with hearing disability.
Since that time, with the exception of a gap during World War II, the Deaflympics have been held every four years. In 1949, the first Deaflympic Winter Games were held.
The International Olympic Committee has recognised Paralympics and Special Olympics as organisations.
These were the Cerebral Palsy International Sports and Recreation Association (CPISRA) founded in 1978 and International Blind Sports Federation (IBSA) founded in1980.
1986, International Sports Federations for Persons with an Intellectual Disability (INAS-FID) also joined the Internal Coordination Committee (ICC)
International Paralympic Committee (IPC) was formed on 22 September 1989 and is situated in Dusseldorf, Germany.

4.1.1 PARALYMPICS

A series of international contests for athletes with disabilities that are associated with and held following the summer and winter Olympic Games is referred to as the “Paralympics.”

Purpose of Paralympics games :

Only after World War II were competitive games for individuals with special needs widely introduced.
The goal was to help the enormous population of war veterans and the troops who had sustained wounds during combat.
Guttmann held the first-ever wheelchair contests in 1948 during the opening ceremony of the Olympic Games in London.These contests were known as the Stoke Mandeville Games.
These competitions subsequently evolved into the Rome 1960 Paralympic Games.

Vision of the International Paralympic Committee (IPC) :

The vision of the IPC is, “To enable Paralympic athletes to achieve sporting excellence and to inspire and excite the world.”
Paralympic athletes get new goals and have a chance to succeed.
To adopt to wide variety of disabilities that Paralympics athletes have, there are several categories in which these athletes can compete.

What is the anthem of the Paralympics? What, according to you, is its relevance?

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 of the IPC in March 1996.

Impact of Stoke Mandeville Games :

In Great Britain’s Stoke Mandeville Hospital, Dr. Ludwig Guttmann established a spinal injuries centre in 1944.
Over time, rehabilitation sport evolved into recreational sport and finally competitive sport.
Dr. Guttmann organised the first wheelchair athletic tournament on July 29, 1948, as part of the Olympic Games Opening Ceremony in London.
He called it the Stoke Mandeville Games, and 16 injured service members and women competed in archery.
This was an important turning point for the Paralympics.
The International Stoke Mandeville Games Federation (ISMGF), which organised the inaugural Paralympic Games in Italy in 1960 with competitors from 23 countries, was established in 1952 when Dutch ex-servicemen joined the Movement. These are now regarded as the inaugural Paralympic Games.

What was the major challenge facing the organisers of para-sports?

A major difficulty for para-sports organisers is that the competition may become one-sided and predictable, with the least disabled competitor always winning.

How did organisers of para-sports deal with this challenge?

To avoid this, para-athletes are divided into competing groups based on their impairment, known as sport classes.
Paralympic competitors have bodily structure and function impairments that put them at a competitive disadvantage in sports.
As a result, standards are established to guarantee that victory is based on talent, fitness, power, endurance, tactical ability, and mental focus.
When an athlete first begins competing, he or she is assigned a class that will be evaluated throughout the participant’s career.

The purpose of the criteria

Defining the impairment group in which an athlete can compete in the various sports.
Grouping athletes in classes defined by the degree of activity-limitation related to the impairment and/or specific to the task in the sport.

The IPC has established 10 disability categories, including physical, visual, and intellectual impairment.

(1) Physical Impairment : There are eight different types of physical impairment—

I. Impaired muscular power : This group of impairments reduces the force generated by muscles, such as those in one leg, one side of the body, or the lower half of the body.

Causes of disability :

spinal cord damage
spinal bifida
post-polio syndrome.

II. Impaired passive range of movement : A systematic reduction in the range of movement in one or more joints. Acute illnesses like arthritis are excluded from this group.

Causes of disability :

Arthrogryposis
trauma affecting a joint.
contracture resulting from chronic joint immobilization

III. Loss of limb or limb deficiency : A total or partial absence of bones or joints from partial or total loss due to illness, trauma, or congenital limb deficiency.

Causes of disability :

traumatic Amputation
amputation due to bone cancer
Dysmelia meaning congenital limb deficiency

IV. Leg-length difference : Significant bone shortening occurs in one leg due to congenital deficiency or trauma.

Causes of disability :

By birth defect
Accidental injury

V. Short stature : Standing height is reduced due to shortened legs, arms and trunk, which are due to a Musculo-skeletal deficit of bone or cartilage structures.

Causes of disability :

Achondroplasia
growth hormone deficiency
osteogenesis imperfecta.

VI. 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.

Causes of disability :

injury
disease
Cerebral palsy meaning conditions which involve damage to the central nervous system.

VII. Ataxia : Ataxia is an impairment that consists of a lack of coordination of muscle movements.

Causes of disability :

cerebral palsy
Friedreich’s ataxia
Multiple sclerosis.
traumatic brain injury
stroke

VIII. Athetosis : Athetosis is generally characterized by unbalanced, involuntary movements and a difficulty maintaining a symmetrical posture .

Causes of disability :

cerebral palsy
choreoathetosis
traumatic brain injury
stroke.

(2) Visual Impairment : Athletes with vision impairments have decreased vision or no vision due to harm to the eye’s structure, optical nerves or pathways, or the brain’s visual cortex.

The athletes with vision impairments and their sighted guides are regarded as a team since they are such an integral and close part of the sport. These guides, along with sighted goalkeepers in 5-a-side football, started becoming qualified for their own medals in 2012.

Causes of disability :

retinitis pigmentosa
diabetic retinopathy.

(3) Intellectual disability : 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 kills. Usually it occurs before the age of 18.

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

Disability at Birth

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

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.

4.1.2 SPECIAL OLYMPICS

Special Olympics is the world’s largest sports organization for children and adults with intellectual and physical disabilities. Over 5 million athletes and Unified Sports partners with year-round training and events in 172 nations.

4.1.2.1 Special Olympic Logo

The Logo of Special Olympics is based on the sculpture “Joy and Happiness to All the Children of the World” by Zurab Tsereteli.

It reflects joy, happiness, confidence among children and adults with special needs who are learning coordination, mastering skills, participating in competitions and preparing themselves for richer, more productive lives.

4.1.2.2 Special Olympics Oath

The Special Olympics athlete’s oath, which was first introduced by Eunice Kennedy Shriver at the inaugural Special Olympics international games in Chicago in 1968, is “Let me win. But if I cannot win, let me be brave in the attempt.”

4.1.2.3 Mission of Special Olympics

The mission of Special Olympics is to provide children and adults with intellectual disabilities with year-round sports instruction and athletic competition in a variety of Olympic-type sports, giving them ongoing opportunities to improve their physical fitness, show bravery, and have fun while competing in events like Athletics (Track and Field), Badminton, Basketball, Bocce, Bowling, Cricket, Cycling, Equestrian sports, Figure Skating, Floorball, Floor Hockey, Football (Soccer), Golf, Gymnastics – Artistic and Rhythmic, Handball, Judo, Kayaking, Netball, Powerlifting, Roller Skating, Sailing, Snowboarding, Snowshoe running, Skiing – Alpine and CrossCountry, Softball, Speed Skating – Short-track, Swimming – Pool and Open-Water, Table Tennis, Tennis, Triathlon and Volleyball.

Benefits of Special Olympics for athletes with intellectual disabilities : There are a large number of benefits for people with intellectual disabilities as a result of participating in activities organized by Special Olympics

physical and health benefits
It provides psychological benefits including higher self-confidence, self-esteem and social competence.
The transformative power of sports in instilling confidence, improving health and inspiring a sense of competition lies at the core of Special Olympics.

History of Special Olympics (Chronology) :

Eunice Kennedy Shriver established Camp Shriver in 1962 to provide access to athletic events for kids with intellectual and physical disabilities.
The Kennedy Foundation provided grants to universities, recreation departments, and community centres to hold comparable camps after Camp Shriver became an annual event.
President John F. Kennedy’s Panel on Mental Retardation promoted the idea of participation in physical activity and other opportunities for people with intellectual disabilities.

On July 20, 1968, the first games were held in Chicago, Illinois, with about 1000 athletes competing from the USA and Canada. In subsequent games, international participation increased.

The first World Winter Games were held in 1977 in Steamboat Springs, Colorado.

Austria hosted the first Winter Games outside the United States in 1993.

In 2003, the first Special Olympics Summer Games to be held outside the United States, were held in Dublin, Ireland with 7000 athletes from 150 countries.

4.1.2.4 Programmes run by Special Olympics around the world

Young Athlete Programme :

The Special Olympics Young Athletes Program, an inclusive sport and play programme with a focus on activities that are important for mental and physical growth, is available to children between the ages of 2 and 7 with or without intellectual disabilities.
Children play games and do activities that help them practise their hand-eye coordination and motor skills.

Unified Sports Programme :

The Special Olympics programme pioneered the concept of Unified Sports, bringing athletes with and without intellectual disabilities together as teammates.
The fundamental idea is that playing and practising together can lead the way for friendship and understanding.
The goal is to break down stereotypes about people with intellectual disabilities and promote unity.
More than 1.4 million individuals now participate in Special Olympics Unified Sports worldwide, extending the program’s reach beyond North America and the United States.

Healthy Athletes Programme :

The Healthy Athletes Program provides health screenings to athletes in need, and these screenings inform athletes about health issues as well as point out issues that may necessitate further examination.
In 1997, Special Olympics launched the Healthy Athletes initiative, which now provides health screenings in seven areas:

Fit Feet (podiatry)
FUN fitness (physical therapy),
Health Promotion (better health and well-being),
Healthy Hearing (audiology)
MedFest (sports physical exam),
Opening Eyes (vision), and
Special Smiles (dentistry).

For example, the FUNfitness Program evaluates an athlete’s flexibility, strength, balance, and aerobic fitness.

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 first, second and third-place winners in each event, and ribbons are awarded to athletes who finish in fourth through eighth place.

Requirements to be part of Special Olympics : A person must be at least 8 years old and be identified by an agency or professional as having one of the following conditions to participate in Special Olympics: intellectual disabilities, cognitive delays as measured by formal assessment, or significant learning or vocational problems due to cognitive delay that require or have required specially designed instruction.

4.1.3 DEAFLYMPICS

Deaflympics are sports and competitions for the deaf or the hearing impaired, where elite athletes with hearing impairment compete.

History of Deaflympics (Chronology) :

The first games, known as the International Silent Games, were held in Paris in 1924, with 148 athletes from nine (9) European countries taking part.
Deaflymics games from 1943 and 1947 were cancelled due to World War II.
The Winter Games were first held in 1949 in Seefeld, Austria. Le Comité International des Sports Silencieux (the International Committee of Silent Sports), also known as the CISS, organised the event.
The CISS was accepted as an International Federation with Olympic status by the International Olympic Committee (IOC) in 1955.
Since 1985, the IOC flag has flown alongside the flag representing CISS/ICSD at the Summer/Winter Deaflympics.
In 2001, the term “Deaflympics” was formally adopted.

The International Committee of Sports for the Deaf (ICSD) : The organisation ICSD is responsible for creating, advancing, and solidifying the tradition of inviting top-elite deaf and hard-of-hearing athletes from around the globe to come together not only to compete in their respective sports but also to encourage international bonding. Deaflympics is being organised and managed by ICSD across the world with it national partners and associate members.

Differentiate between Special Olympics, Deaflympics and Paralympics : The Deaflympics are distinguished from all other IOC-sanctioned games by the fact that they are organized and run exclusively by members of the community they serve. Only people with hearing impairment are eligible to serve on the ICSD board and executive bodies.

Special Olympics	Deaflympics	Paralympics
1. Special Olympics is manages by International Olympic Committee (IOC)	1. The Deaflympics are entirely organised and run by members of the hearing impairment community.	1. Paralympics are organized by International Paralympic Committee (IPC)
2. Participated by athletes with intellectual disabilities	2. Participated by athletes with hearing disabilities	2. Participated by athletes with physical impairment
3. Started in year 1962 by Eunice Kennedy Shriver	3. Started in year 1924.	3. Started in year 1948 by Dr. Ludwig Guttmann

4.1.3.1 Logo of Deaflympics

The Deaflympics logo, designed in 2003, is a powerful and positive representation of the international deaf sports community.
It combines powerful components such as sign language, deaf and international cultures, unity and continuity.
The hand shapes “ok,” “good,” and “great” that overlap in a circle reflect the original “deaflympics” sign.Together, the hand shapes represent the sign for “united”.
The iris of the eye is represented in the logo’s centre, defining deaf people as visual individuals which must communicate through their eyes.
The logo incorporates the four colours of the world’s national flags.The four regional confederations are represented by the colours red, blue, yellow, and green: the Asia Pacific Deaf Sports Confederation, the European Deaf Sports Organization, the Pan American Deaf Sports Organization, and the Confederation of African Deaf Sports.

4.2 Concept of Classification and Divisioning in Sports

Classification and divisioning are processes used in disability sports to provide even and fair competition for athletes with disabilities by grouping athletes.

4.2.1 CLASSIFICATION IN PARALYMICS

The classification process used by the Paralympic Games can help “to promote excellence for all Athletes and sports in the Paralympic Movement, and enabling fair competition.”

Classification is done to make sure that an athlete’s disability is relevant to their ability to perform in sports and to make sure they compete fairly against other athletes when participating in competitive sports.

What is classification Process for Paralympic sports :

There are typically three steps in classification for Paralympic sports

The first steps to determine if an athlete has an Eligible Impairment through medical evaluation.

Any athlete that wishes to compete in Para sport must have an Underlying Health Condition that results in a permanent Eligible Impairment.

The second step is to determine whether the athlete meets the Minimum Impairment Criteria for the sport.

The classification rules for each sport specify how severe an Eligible Impairment must be for an athlete to be considered eligible to compete..These are known as the Minimum Impairment Criteria.
Minimum Impairment Criteria must ensure that an athlete’s Eligible Impairment affects the athlete’s ability to perform the specific tasks and activities essential to the sport.

• Minimum Impairment Criteria include a maximum height for athletes with short stature and a level of amputation for athletes with limb deficiency.

The third step is to select an athlete’s sport class. The classification panel will determine which Sport Class an athlete will compete in after he or she has been designated as eligible for a sport.

A Sport Class brings athletes with similar activity limitations together for competition in order for them to compete fairly.This means that Sport Classes differ depending on the sport.
It also means that athletes with the same Eligible Impairment may not be in the same Sport Class.

4.2.2 10 Classifications in PARALYMPICS (Eligible Impairments)

(1) Physical Impairment : There are eight different types of physical impairment—

I. Impaired muscular power : This group of impairments reduces the force generated by muscles, such as those in one leg, one side of the body, or the lower half of the body.

Causes of disability :

spinal cord damage
spinal bifida
post-polio syndrome.

II. Impaired passive range of movement : A systematic reduction in the range of movement in one or more joints. Acute illnesses like arthritis are excluded from this group.

Causes of disability :

Arthrogryposis
trauma affecting a joint.
contracture resulting from chronic joint immobilization

III. Loss of limb or limb deficiency : A total or partial absence of bones or joints from partial or total loss due to illness, trauma, or congenital limb deficiency.

Causes of disability :

traumatic Amputation
amputation due to bone cancer
Dysmelia meaning congenital limb deficiency

IV. Leg-length difference : Significant bone shortening occurs in one leg due to congenital deficiency or trauma.

Causes of disability :

By birth defect
Accidental injury

V. Short stature : Standing height is reduced due to shortened legs, arms and trunk, which are due to a Musculo-skeletal deficit of bone or cartilage structures.

Causes of disability :

Achondroplasia
growth hormone deficiency
osteogenesis imperfecta.

Causes of disability :

injury
disease
Cerebral palsy meaning conditions which involve damage to the central nervous system.

VII. Ataxia : Ataxia is an impairment that consists of a lack of coordination of muscle movements.

Causes of disability :

cerebral palsy
Friedreich’s ataxia
Multiple sclerosis.
traumatic brain injury
stroke

VIII. Athetosis : Athetosis is generally characterized by unbalanced, involuntary movements and a difficulty maintaining a symmetrical posture .

Causes of disability :

cerebral palsy
choreoathetosis
traumatic brain injury
stroke.

(2) Visual Impairment : Athletes with vision impairments have decreased vision or no vision due to harm to the eye’s structure, optical nerves or pathways, or the brain’s visual cortex.

Causes of disability :

retinitis pigmentosa
diabetic retinopathy.

Causes of disability :

Genetic
Poverty
Accidents
Malnutrition
Environment
Diseases
Health care
Lack of education

4.2.3 DIVISIONING IN SPORTS BY SPECIAL OLYMPICS

Athletes in Special Olympics are matched with other athletes of the same gender, about the same age, and, most importantly, about the same competitive ability using a competitive-level matching or grouping referred to as divisioning, which is a fundamental rule at Special Olympics.

4.2.4 IMPLEMENTATION OF DIVISIONING

The main criterion used to divide athletes in Special Olympics competitions is ability.
The outcome of a seeding round or preliminary event at the competition itself, as well as an athlete’s or team’s entry score from a previous competition, are used to assess an athlete’s or team’s skill level.
Age and sex are additional variables that are important in creating competitive divisions.
Athletes are first divided into age groups, which vary for individual and team sports, then into gender, and finally into ability classes.

4.2.5 DPROCESS OF DIVISIONING

Age :

Team Sports

15 and under

16-21 years

22 and above

Individual Sports

8-11 years

22-29 years

12-15 years

30 and above

16-21 years

Gender : In the second step, athletes are grouped as per gender, in some circumstances gender can be combined too.
Ability : Finally athletes in Special Olympics are grouped according to their skill abilities scores which are recorded by committee through preliminary and on-site events.

This makes divisioning in Special Olympics a process in which each athlete or team submits a time, score, or skill assessment prior to each competition.
For competitions that are not timed or measured, like football and badminton, there are a number of quick matches between competitors or teams, or a committee judges the skill level of each competitor or team.
In order to ensure that each group of competitors is closely matched, the divisions are then created based on the information regarding each athlete’s skill level.
Athletes and coaches are expected to abide by the Special Olympics Official Sport Rules and the Athlete’s Code of Conduct in order to ensure fair division.

4.2.6 MAXIMUM EFFORT RULE

During the divisioning process, athletes are expected to give their maximum effort, and coaches are expected to inspire all athletes to perform at their highest level.
Specialised sports Athletes who do not compete honestly and do not put forth their best effort in all preliminary trials or final rounds are in violation of the true spirit of competition and could be disqualified from the event using “maximum efforts rule”.
It is used to achieve the fairness sports.

Difference between Classification and Divisioning in disability sports :

Classification

Divisioning

• It is a grouping process associated with Paralympics and para-athletes

• Athletes with similar activity limitations are grouped together for competition in order for them to compete fairly.

• Athletes with common disability can complete in para Olympics.

• Classification process adopted by Paralympics assigns categories to athletes based on different types of disabilities.

• It is a process of grouping associated with Special Olympics.

• Athletes are grouped on basis of age, gender and ability to perform in sport.

• Athletes of all ability levels are encouraged to participate, and every athlete is recognized for his/her performance.

• Divisioning process of Special Olympics is a performance based system of grouping athletes’ bases on their skill level.

Explain the objective and need for classification and divisioning in disability sports :

Objective :

Paralympic Games, through the international paralympic committee (IPC), has devised classification and divisioning method which can contribute “to sporting excellence for all Athletes and sports in the Paralympic Movement, and enabling equal competition.
Classification and divisioning are conducted to guarantee that a Athlete’s disability is relevant to sport performance and that the Athlete competes fairly with other Athletes” with a fair opportunity to all participant athletes participating in competitive sports.

Need :

Classification and divisioning are processes needed in disability sports to provide equal and fair competition for athletes with disabilities by grouping athletes.
The goal is very similar to the grouping system used in mainstream sports based on age, gender, weight, and ability to perform.
The overall goal of any classification or division in disability sports is to reduce or minimise the effect of any of the above-mentioned variables on sports performance, such as age, gender, weight, or even abilities.

4.3 Concept of Inclusion in Sports, its need and Implementation

4.3.0 INCLUSION IN EDUCATION

All children, including those who are physically and mentally challenged or suffering from various types of disabilities and disorders, have the right to attend school in order to develop their abilities through the process of education thanks to the introduction of the Right to Education, which makes education a fundamental right of every child between the ages of 6 and 14.
As a result, there is inclusion in education, and it is the responsibility of all schools to provide students with the opportunity to develop their learning.

4.3.1 ENCOURAGING INCLULSION THROUGH PHYSICAL EDUCATION AND SPORTS

Or

WHAT DO YOU UNDERSTAND BY INCLUSION IN PHYSICAL EDUCATION?

Role of Family :

The role of the family in supporting a healthy, sports-oriented lifestyle for a disabled kid is essential.
The family may occasionally find it difficult to deal with reality and may stop trying to help the child.
Promoting awareness and treating a CWSN equally in the family are important.
A CWSN may require a planned daily routine in which involvement in recreational games and sports plays a significant role in the child’s development of a healthy mind and body.
Parents should pay attention to their child’s skill sets and hire expert assistance to help them succeed.

Role of School :

The role of the family in supporting a healthy, sports-oriented lifestyle for a disabled kid is essential.
The family may occasionally find it difficult to deal with reality and may stop trying to help the child.
Promoting awareness and treating a CWSN equally in the family are important.
A CWSN may require a planned daily routine in which involvement in recreational games and sports plays a significant role in the child’s development of a healthy mind and body.
Parents should pay attention to their child’s skill sets and hire expert assistance to help them succeed.

Role of Organisations : Some grassroots organisations are promoting adapted sports. These organisations are in charge of educating educators and sporting event organisers at the zonal, district, state, national, and international levels.

4.3.2 INCLUSION — ITS NEEDS AND IMPLICATION

4.3.2.1 What do you Understand by Inclusion in Education?

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

Define Motor Development : 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.

What are the benefits of physical activities for children with special needs? Explain.

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

4.3.2.2 Need for Inclusive Education Or Benefits of inclusive education Or Inclusion in Physical Education benefit CWSN

Builds Self Esteem :

In inclusive classrooms, students may watch and discuss various learning patterns and observes that everyone learns in their own unique way.
CWSN might find that they share more qualities with other students, which greatly contributes to boosting self-esteem.
It also lessens the stigma that those with attention and learning difficulties experience.
Students with disabilities have attended a regular school show significant improvements in self-confidence.
It can also help students form and maintain friendships.

Improves Social and Communication Skills : (How does inclusion in PE help improve communication skills of learners?)

Inclusive education provides numerous opportunities for all students – students with and without disabilities – to improve their social relationships.
Because social skills are better learned through observation and imitation, students with special needs benefit from being a part of a regular classroom.
This is especially true for students with intellectual disabilities, such as autistic students.

Enhances Sensitivity :

It has been observed that students without disabilities become more sensitive when studying in a classroom with students with special needs.
They recognise and value their emotions and feelings, and they become more sensitive and caring toward them.
They learn to be patient and empathise with others.
When children help their classmates, they not only gain immense satisfaction, but they also often form lifelong friendships with them.

Creates Better Understanding and Appreciation of others : In an inclusive classroom, students with and without special needs understand and appreciate their classmates’ strengths and weaknesses. They learn to appreciate and understand these differences.
Creates a Sense of Belonging :

Every child may be a part of a community and develop a sense of belonging.
This prepares kids for life by teaching them to value each other despite their differences.
CWSN embrace acceptance and establish a sense of belonging to a group of kids with and without special needs.

Enhances Academic Performance :

Academic performance is higher in inclusive education than in exclusive education.
It improves learning chances since children of varying abilities are frequently more motivated when they learn in courses with other students.

Improves Performance : Inclusion aims to improve an individual’s strengths and gifts by stretching each individual to optimal performance because the expectations of all the children are higher in a mixed ability classroom.

4.3.2.3 Implementation of Inclusive Education in India Or How can inclusive education be implemented in India?

For the effective implementation of inclusive education in India, the following strategies should be implemented :

Ensuring effective implementation of the Right to Education in all states so that no child is excluded from education and we can take care of the needs of CWSN.
Providing adequate training and in-service workshops to teachers, particularly in rural areas, to enable them to teach CWSN in an inclusive classroom.
Creating a support team through regular analysis of schools, curriculum, and amenities in order to provide students with learning disabilities with access to standard curriculum techniques.
Make teaching learning process simpler and easy for CWSN students according to there physical disability.
Including parents as partners and resources in decision-making for improving their child’s learning so that a joint effort results in effective inclusive education.
It is important to recognise talents, capabilities and abilities in a child with special needs which boost her/his self-esteem rather than looking for what they cannot do.
It takes a lot of adjustments to enroll CWSN in ordinary schools in terms of classrooms, transportation options, instructional resources, and assistive technologies like audiobooks or Braille text books, etc.
Curriculum experts should carefully design programmes so that the curriculum is made parallel for all the children with or without special needs in inclusive education.
Special children do not need to have the same educational goals in order to learn together in regular classes, and developing a proper assessment system and putting in place periodic review of CWSN will be required to meet the challenges and changing trends.
Sincere efforts should be made to foster goodwill and understanding between families of students with disabilities and families of students without disabilities. This will help all students form positive relationships with one another and establish the ideal environment for implementing inclusive education.
Providing students related materials like uniforms, books, stationery, transport allowance, stipend for girls, boarding and lodging facilities, therapeutic services, teaching and learning materials, assistive devices, etc., to CWSN from the school.
While Inclusive Education implies that all children are educated in regular classrooms, it does not, however, mean that individual children cannot leave the classroom for specific reasons. For example, a child may require one-onone assistance in a particular subject. This may or may not happen during regular class time. Once schools are inclusive, serious thought is given to how often a child may be out of regular classroom and the reasons why this may be happening. It does not mean that children with certain characteristics (for example, those who have disabilities) are grouped together in separate classrooms for all or part of the school day.

How does inclusive education help integration of CWSN in society?

Inclusive education help integration of CWSN in society in following ways :

Inclusive education of a CWSN child at early age helps to increase his/her confidence and helps in achieving future goals
CWSN students parents pay more attention to their child’s skill sets and hire expert assistance to help them succeed.
It has been observed that students without disabilities become more sensitive when studying in a classroom with students with special needs.They recognise and value their emotions and feelings, and they become more sensitive and caring toward them.
Students with special needs benefit from being a part of a regular classroom because social skills are better learned through observation and imitation of regular students.
Normal children care more and understand CWSN students feelings. It helps them to be kind towards them.
Inclusive education helps a CWSN to makes a comfortable place in the society rather receiving empathy.

4.4 Advantages of Physical Activities for CWSN

4.4.1 IN WHAT WAYS DOES PARTICIPATION IN SPORTS AND GAMES BENEFIT A PERSON WITH DISABILITY ?

Regular physical activity provides physical, emotional, and social benefits to children with special needs.
As a result of regular physical activity, CWSN show increased strength, flexibility, bone health, endurance, and cardiovascular fitness.
Physical activity is important in maintaining mobility in children with movement disabilities as individuals grows older.
Children with better physical health are better able to fight problems like obesity and the health complications that can arise as a result.
Physical activity can also improve overall mood and wellness.
Regular exercise has been linked to higher self-esteem, social awareness, and self-confidence, all of which help to empower the lives of children with special needs.

4.4.2 ADVANTAGES OF PHYSICAL ACTIVITIES FOR CWSN

Physical benefits :

Scientific research has shown that physical activity and sport can improve well-being and physical health in children with intellectual disabilities.
Participation in physical education and sports can help them develop gross motor and fine motor skills, which can improve their overall performance.
Many CWSN show improvement in everything from hand-eye coordination and flexibility to muscle strength, endurance, and cardiovascular efficiency.
This improvement in motor skills and physical health aids individuals in fighting obesity and health complications.

Mode of Recreation and Fun : CWSN frequently miss out on social, recreational, and recreational activities. Extracurricular and sports activities can help them overcome this barrier by allowing them to engage in social interactions, make friends, and initiate social skills.
Improved Emotional Health : Physical activity has been shown to reduce depression rates in CWSN, providing life-changing benefits for mental health and wellbeing. Regular exercise can also improve general mood and wellness, helping to empower special needs children.
Channelizing the Surplus Energy : Hyperactivity in children with disabilities can lead to positive cognitive benefits and constructive behaviour.
Psychological benefits : Regular participation in sports and physical activities is beneficial for CWSN by improving their self-esteem, social awareness, and self-confidence. It reduces anxiety, stress, and depression, and gives them a sense of accomplishment and confidence. For CWSN, developing a sense of selfesteem is particularly important, as they may often feel isolated and removed from the group.
Healthy lifestyle : CWSN are twice as likely as other children to be overweight or obese due to their disability, and their levels of participation in sports and physical activity are lower than their peers. It is important for them to learn about the steps to leading a healthy lifestyle, within the context of their respective conditions.
Behavioural Benefits :

Physical education leads to cognitive improvements in CWSN, allowing them to develop skills that may not be developed in traditional classroom settings.
Sports and Games are structured activities that help CWSN practice self-regulation, focus on specific goals, and work on verbal communication.
They also teach children a range of skills such as teamwork, problem solving, increased attention span, and focus on task-based behaviour.
These skills can transfer into other classroom settings, allowing CWSN to learn and engage with their peers outside of physical education.

Increased Independence :

Participation in Physical Education and Sports is a mode of transit towards greater independence due to improved daily life skills.
Increased physical strength and energy that comes from regular exercise allows persons with disability to do more daily tasks without assistance.

4.5 Strategies to Make Physical Activities Accessible for CWSN

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

Communication Or How will you communicate with a classmate suffering from cognitive disability :

Playing Sports and games are the best means to communicate from physically challenged peer. It brings happiness and coordination between the childrens
Advance information about activity, space, resource person or any change in activity should be communicated clearly.
A variety of instructional strategies such as verbal, visual and peer teaching should be used to help children participate in physical activities.
The teacher should use visuals or social stories to explain the activity and provide positive, corrective or specific feedback.
Specific instruction should be provided in simple words and sentences, and one instruction should be given at a time.If necessary, a communication board or communication book should be used.

Space :

CWSN space should be approachable for people with physical disability, with a limited area for physical activity and disturbance free activities.
Boundaries should be demarcated clearly as starting point, finishing point, sitting area, and specific areas for children with autism.
Once behaviours, discipline, understanding of instructions are clear, outdoor space can be used, but it does not mean that one is not allowed to go to outdoor sports.

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 in recreation and sport activities.
In recent years, modified devices have been available for adapted sports, including computerized devices like wheelchairs.
There are four groups of disabled sportspersons, including the deaf, physical disability, people with intellectual (mental) disability, and people supported by specially designed high level engineering equipment.All of them can use many kinds of equipment and facilities.

Graded Activities :

Graded activities should be simple and based on a single action, with a gradual move from nonlocomotor to locomotor to manipulated activities.
Assistance should be physical, verbal and independent.
Videos should be used to help students visualize the skill and demonstrate it.
The activity should be practised with progressive count, rhymes or songs with voice modulation, and performed with progressive count.

Social strategies :

The CWSN should be allowed to choose a sport they enjoy and encouraged to watch others play.
They should be started on individual training and transferred to a small group with supervision and reminder.
The Teacher should act as a mediator and individual check on each person.
Each person should be greeted before the session and each lesson should end with positive feedback.

Psychological strategies :

Children with disabilities need a lot of motivation to participate in physical activity due to previous exclusion or limited access.
It is all about the cycle of conditioning, where active kids grow stronger and more physically literate as they age, while those who don’t participate become less able to do.
Psychological barriers are the most influential, and changing attitudes is the key to increasing participation.
These barriers include attitudes, opinions and perceptions preventing participation in sport, personal attitudes of persons with disability, and attitudes of non-disabled people.

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