l

(l
'i
som• dis•
.•
· bi1tt1eS
visible to others while some are
arc are only for a short ttme
. bilities , while
·
life activities." So even if a physician says your child
has a' ,disorder,"
· a school may tell you that the d'iagnosi,S
noL som• disa ent. Although most people believe does not by itself establish a "disability" under federal
oth•IS are perm~nerallY born with disabilities, this is ~ w. a
that ""°pie
r-- arc g te ln some cases, d"1sab"I" .
1 1hes appear
oo 81waysrsonaccura
ages· or even as 8 result of contextua 4. . .•..•...••••.
Concept of •.•
. . . •••• Disorder
•••. . .•.•.
1
wh•" pc 3 the environment in which a person lives A derangement or abnormality of function; a morbid
facto ,ssuchas . . or 1ac k( resu1.
o ·sability is any restnctton tmg physical or mental state. For specific disorders, such as
an works- . 1•rment) of ab1ltty
. . to pe,..,,orm an activity
· · m • the psychiatric disorde r• such as an xiety disorders
d
an impa1 within the range .
considered normal for a and personality disorders..,
P~~sical Edi.<catioV\ ~V\d Sports for
[rofll
the manner or •
human being. A disturbance of function, structure, or both resulting
CWSN (Childrer\ with Specio.l Needs-Div~().r\9)
. , is defined as a condition or function from a genetic or embryonic failure in development
Disability be significantly 1mpatre
· ' 10 1he or from exogenous factors such as poison trauma, or
· d re Iattve
J·udged andard
to of an , , .
md1v1dual or group. The term disease. '
- - - - - - --11 LEARNING OBJECTIVES t - - - - - - - - usual
, dst to refer to ind1v1dua
, . I func 1·10nmg,
. .me Iud'mg Disorder is defined as a state of confusion or a mental or
iS us~ ·mpairment, sensory impairment, cognitive physical problem that interrupts normal function.
pbY"'"
4,1 Concept of Disability and Disorder 1I
4.2 Types ofD\sabllity, Its causes & nature (Intellectual disability, Physical disability) . en! intellectual impairment mental illness,
jmpa1rn1 , . . Disorder can be defined as a blip in the usual
4.3 OlsabilltyEtiquettes and various types of chrome disease. function ing of a person. Essentially, disorder is any
4.4 Alm and Objective of Adaptive Physical Education
Disability is conceptualized as being a multidimensional ailment that disturbs the health of a person. Disorders
4.5 Role of various professionals for children with special needs (Counsellor, Occupational
Therapist, Physiotherapist, Physical Education Teacher, Speech Therapist & Special Educator)
•j experience for the person involved. There may be effects hinder a person·s performance and diminish his/her
on organs or body parts and there may be effects on a efficiency. Disorders appear trivial at the onset, but
Introduction
We have seen that some people in our community Disability is the consequences of impairment cau~/
! person's participation in areas of life.
Three dimensions of disability are recognized:
1. Body structure and function (and impairment

they often grow insidiously in a person. Many times a

disorder can•t be detected in time, as a result of which, a
simple disorder metamr 'Phoses into a disability. When
it comes to disorders, ti,e most popular and commonly
have difficulties which other people do not have. For a person. It is essentially a medical condition, w~ thereof), associated term is brain disorder. This is because brain
example, some people have difficulty seeing; some doesn•t allow a person to function in a normal m3tlt
2. Activity (and activity restrictions) and disorders are very complex in nature, and quite intriguing
people have difficulty hearing, speaking, learning, or Disability can be present in a person since birth, orq j
,bout during his/her lifetime. " _ Participation (and participation restrictions). to the faculty of psychological studies, because they
moving around in the same way as others. Some people 3 . . often demand a remedy that is a departure from normal
show strange behaviour or have fits . Other people have
•
The classification also recogmzes the role of phys_1cal ways or techniques.
no sensations in their bands and feet. Such difficulties
are called disabilities and disorders.
,,................................
Concept of Disability
.. and social environmental factors m affectmg d1sab1hty /
e concept of disability is highly contentious for sevc outcomes. C~~etween Disability and Disorder
reasons. First, it is only in the past century that the 1,/
The word "disability" is a legal term that appears in
Meaning "disability" has been used to refer to a distinct cl1Wt'
the Individuals With Disabilities Education Act
Di,.1hilih I 1>1"11dt·1
Disability: Disability is a disadvantage that restricts the people. Historically, "disability" has been used ciilt}
- - - - -- - -- .:a.or.II
("IDEA") and Section 504 of the Rehabilitation
functions or movements of a person. Disability is often as a synonym for "inability" or as a reference to lega1_1 Act. These federal laws protect the rights of students
associated with body parts. Types of disorder are partial imposed limitations on rights and powers. Indeed, a, ~•1 with disabilities. In order to receive special education
as 2006, the Oxford English Dictionary recognized o,I
disability. complete disability, etc. services under the IDEA, a student must be a "child
these two senses of the term.
with a disability." The IDEA defines "disability" in a
Disorder: Disorder is the disruption caused to the
Disability is a physical or mental condition that WIii ' particular way. It requires that the child have a condition
nonnal functions of a person. Disorder is often associated
a person's movements, senses, and activities. that falls within one of thirteen specific categories and
with mental competency. Types are anxiety disorder,
denotes that the individual loses the functioning ct, that because of that condition the child needs special
psychological disorder etc.
particular part of the body completely or partially, I education and related services.
Though 'Disorder' and 'Disability' terms are used disability can even include a disfigurement of the Id.
Similarly, Section 504, which allows for accommodations
together they are different. Disability is an injury that as well. Disabilities can occur from illnesses, accidal
and modifications for students with disabilities, has
the functions or movements of a person. Disorder is or even genetics. It can restrict a person's abililyl
its own definition of disability-"a physical or mental
"'- that causes disruption to the functions ofa person. speak, learn, communicate and even affect niola
impairment which substantially limits one or more major
 - 4. Wrong medication and vaccina . .
Arart Imm mental di,ordt·l'!l, there nre nlsoothcrkinds such n.~
medicines and injections arc , t,on: 11._ Tips
~· , an c•tlni dlsonfor, suhstanec alm,e, oddlctlon disorder,
ltnPo .""'Ii1 ISABILITY, ITS CAUSE·S· • Always ask before offering assistance.
1ttcntion dlsordfr, etc, Disordcl'!l of the lmmnn brain hnvc health and prevent disability, Yet '1atit • TYPES Of D E (Intellectual Disab1hty,
thdr s11\l•l)'jlCS 1,~,. such as a ncurolo!llul disorder, hyper 10 the negligence of careless Prac .. 4.2 DNATUR · .. • Be at the same level when talking with the person.
aeth'tly disonl<-r, pS)'ehologkal dbordcr, etc, can become the cause of some serious .'rs
ht1v11
¾
~- AN . 1Disability) • Never assume that a person with physical disability
phys1ca
Giving injections with an unclean disabili\ , also has intellectual disability.
. ........of, ...............
Causl's
.... Disabilities.
syrin ge is a common cause of in!e t' nee.ii, ,
c ion physical
disabilities
, , , is one that affects a pcrs~n s
,
• Ask perm1sston before touching a person's
The major cnuscs of disnhling impai rments nre as under pass the germs that cause serious di ilrld •cal dtSab tlttY wt"th a physical d1sab1ltty
hY" • A person , wheelchair or mobility aid.
as HIV/AIDS or hepatitis. Unclean inseas., /\ P , y or dcx«ntY• f equipment for assistance
I . Diseases: Disease is n sickness of the body or tl1c ob' 11t me sort o · .
l"<t1 01\1 , tTI• need to use so includes people who have l~sl lt~bs Intellectual or Learning Disabilities
mind, which cnn strike nlmost nny pnn of the body. also a common cause of infection that ,·
can I ( tTI, y
htTlobility, lt also hape of their body, require sltght
h can also a!Tcct II person's mental and emotional paralysis or final cord injury or death. Also''\ People with an intellectual, learning, or cognitive
- ho because d to enable them to pan1c1pate,
health. Certain nerve diseases may result in injected medicines can cause dangerous ; "' , or"' '. to be ma e disability have a reduced capacity to learn tasks or
11 dapiauons process information. A learning disability may make
blindness, deafness, and lack of coordination. reactions, poisoning, and deafness to a baby .' \ a . society,
C'crebrnl palsy Is a disorder <hat damages the fuilYtn d 'plegia are what many people it difficult for a person to take in information and
mother' s womb. nd Qua rt •
brain before, during, or at\er birth. Depending on roraplegla a , h physical disability. Paraplegia communicate what they know, Leaming difficulties can
' fy wit a .
5. Inherited disabilities: When close blood rel , i
, cause difficulties in reading, writing, or mathematics.
what pan of the bmin is damaged, cerebral palsy fir;t ,denlt . , to the spinal cord, occumng
ati\,_1 from ,n1u.-Y d
can cause speech problems, mental retardation, such as brothers and sisters, first cousins, 01 pa,,.1 results h"I quadriplegia refers to amage Leaming disabilities and Attention Deficit Disorder
muscular weakness, or involuntary movements of ·•e neck,w , e , f together affect between 3% and I0% of the population.
and children have children together, the chil~ , 1,eloW "' d . the neck. Varymg degrees o
inal cor m .
the arms and legs. are much more likely to have _d,sabilities, s,,.\ to th• •P
· bandoter
h mobility may result from either
As students, people with these disabilities are often
disabilities are known to be inhented, such ] loss of ltm , rms of physical disability, such as intelligent, creative, and productive.
Z. Malnutrition: Malnutrition is a harmful condition . , n Other ,o
caused by poor food intake, absorption, or use of spinal muscular atrophy and muscular dys~ condiuo · . d disease), cerebral palsy (damage A person with an intellectual disability may have
r (an acquire
nutrients by the body. Symptoms of malnutrition (diseases of the muscle and of the nerve 'cells~\ po 10 • d •ng fetal stages) and some genetic significant limitations in the skills needed to live and
to brain tissue un .. work in the community, including difficulties with
include cramps, diarrhea, weakness, and weight carry signals from the brain to the muscle, m~ ,. n result in loss ofmob1ltty.
loss, Primary malnutrition results when the body cond1t1ons ca communication, self-care, social skills, safety and self-
the muscles of the body get weaker and weaker~!
does not get enough food or the right kinds of I. Types of Physical Disabilities direction.
slowly slop working). Women who already 1,,\
food. Secondary malnutrition occurs when, I. Paraplegia
one more children with an inherited disability ~ The most imponant thing to remember is to treat each
because of disease. the body cannot use nutrients
more likely to give birth to another are child ,(; 2. Quadriplegia person as an individual:
even though they are present in the food. There
the same problem, Children born to mothers w1\
3_Multiple sclerosis (MS) (i) A person with an intellectual disability is just like
-
are a number of types of malnutrition, depending
years of age are likely to have Down syndrolll! I everyone else - treat them as you would like to be
upon the nutrient that is missing. Malnourished 4. Hemiplegia
children may have learning disabilities; be blind or
partially sighted or have hearing loss. Malnutrition
6. Poison and pesticides: The women who ,I 5, Cerebral palsy
treated
(ii) Be considerate of the extra time it might take for a
exposed to chemicals in the fields or fact, 6. Absen< limb/reduced limb function
can impair brain development in young children, person with an intellectual disability to do or say
without the proper knowledge ofusmg them wbi)
depending on its severity and when it occurs in the 7. Dystrophy something
they are pregnant are more likely lo have kii!
child's development. Thus, malnutrition is also the 8. Polio
with birth defects. Smoking or chewing to~ (ii,) Be patient and give your undivided attention,
main cause of many diseases that lead to disability
and handicap particularly in developing and poor breathing smoke, and drinking alcohol d""4'j The cotDmon characteristic in physical disability is that especially with someone who speaks slowly or
pregnancy can also harm a child before she/he; some aspect of a person's physical functioning, usually with great effort.
countries.
born. Accidents in factories can release poiS<a either their mobility, dexterity, or stamina, is affected.
3. Wors: These days have become more fierce and Tips
into the air, water or ground, causing tem'bc! People with physical disability are usually experts in
dangerous. Explosions cause people to become
health problems, including permanent disabi!itic,I their own needs, and will understand the impact of their • Allow more time and greater flexibility for training
deaf, blind, and lose their limbs, as well as causing disability. and induction.
other injuries. Their mental health is also badly 7. Accidents: Violence, conflict and traffic ., ,
affected by the violence. The use of nuclear bombs There are many dilTercnt kinds of disability and a wide • Keep the pressure of any given situation to
I
occupational accidents cause injuries, which .. 'variety of situations people experience. The disability
a minimwn as stress can affect a person's
has increased the disabilities among the newly
lead to disability. Accidents cause a wide fllfi may be permanent or temporary, II may exist from
born. The mothers who are pregnant during the concentration and performance.
of handicaps, including spinal damage and lO!Sd birth or be acquired later in life. People with the same
wars give binh to kids with organ deformities or • Keep instructions simple and in bite-si7.e pieces
limbs.
.
disability are as likely as anyone else to have different
down syndromes. use demonstration and increase complexity 15
abilities,
progress is made.
 • Be aware that a p<:rson with intellectual disability When talking with a person Wh .
may be less awnre of social cues and mny have less vision impairment: 0
is blind Tips
0 • Allow more time and greater flexibility for training
dcvelop<:d social skills, "d
(I) Always I enh
·ry yourself and an 1, 1,\ liP' f flice staff are briefed and prepared and induction.
• Give vc1ba\ and written instructions or t1y giving Yothcrs ft<>OtO
"'i~l\- • Ensure ct and assist people who are deaf or
0
(ii) Ask if the person requires assistanc • Provide clear and thorough explanations and
examples to illustrate ideas and summarise ideas
specificinstructions, however be p e, ilJld Ii¾ 1 on how to gre
often. 1 hard 0 fheanng. instructions.
offer to be refused. rep"tcd f0t ~ - fme and greater flexibility for training
• Minimise stress to maximise concentration and
Psychiatric disabilities (iii) lf guiding a person, let them take Your \
• Allow more i
l)Jld inducuon- performance.
A psychiatric disability (or mental illness) can develop than taking theirs. Describe any ch attn, rw. ·. "d workspace location - allowing the
• Give verbal and written instructions or try giving
angc,, , conSI er ee to see people entering . the room and
at any age and is often not apparent to other people. environment such as steps, obstacles, etc , ; examples to illustrate ideas and summarise ideas.
ernPI
. 0ythe workstation . tn . an area where th. ere 1s.
Psychiatric disabilities are often the most misunderstood
disabilities in the community, and peoples' atritudcs may
(iv) lf the person has a guide dog, please ,en,· I situate
rnioirnal background noISe.
.
dog is working and should not be Patted 'lllh.t \· 4.3 DISABILITY ETIQUETTES
be based on prejudice and myth (e.g. schizophrenics are
distracted. ' 1"1i
potentially violent). Neurolo~(~~1,~!~~~,i!)!!~.~
, Disability etiquette is a set of guidelines dealing
.. .... "" "gical disability is associated with damage specifically with how to approach people with
Tips \
Menral illnesses can include stress-related conditions,
major depression, bipolar disorder (formally called w~• . . ...
/. neur<> rious system that results in the loss of some disabilities. There is no consensus on when this phrase
10
• Ensure front of office staff ".'e briefed and~• hysical or rnental funcuons: A neurolog1cal d1sabihty first came into the use, although it is most likely grew
·manic-depressive illness), anxiety, and schizophrenia. on how to greet and assist people wilh . \ ~•Y affect a person's capacity to move or manipulate out of the Disability Rights Movement that began in the
Depression is the most common non-psychoric mental
illness (psychosis being a disorder which features the
. .
1mpa1rmen .
t
I
'l\i;,
things or the way they act or e_xpress their feelings. The early 1970. The rules of etiquette and good manners for
• Allow more time and greater flexibility for~ w•Y theY think and process information may also be dealing with people with disabilities are generally the
loss of contact with reality). 1 sigllificantlY influenced. The bram and the spine are the same as the rules for good etiquette in society. These
and inducrion.
Mental illness is a general term for a group of illnesses areas of the bodY mosI closely associated with neurology. guidelines address specific issues which frequently arise
• Be aware that glare and poor lighting Heart attacks, serious infections, and lack of oxygen to for people with disabilities in termS of those issues related
that affect the mind or brain. These illnesses, which . . . .
exaggerate v1s1on 1mpamnent. the brain maY also result in a neurological disability.
include bipolar disorder, depression, schizophrenia, to disability and outline basic etiquette for working with
anxiety and personality disorders, affect the way a Hearing impairments People with acquired brain injury (ABI)
people with different kinds of disabilities.
person thinks, feels and acts.
Deafuess and hearing loss can be caused by a wide~ Acquired I brain injury (AB!) refers to any type of brain Etiquette for Communicating with People with
A person with a mental health condition may experience
difficulty concentrating, which can sometimes be a
result of medication. Try to avoid overly stressful
l
of factors, including physical damage, disease °'ti damage that occurs after birth. The injury may occur Disabilities
pregnancy, or exposure to very loud noises. Then 1 because of infection, disease, lack of oxygen or a trauma
distinction between people who are deaf and those ~ w the head. Around 160,000 Australians have some
i. Avoid asking personal questions about someone's
disability.
situations wherever possible so that their condition is have a hearing impairment. Those hearing up to 1111 fonn of acquired brain injury, with more men affected
ii. Be considerate of the extra rime it might take for a
not exacerbated. years of age (when language begins to develop)~•
•
than wornen. person to do or say something.
have comparatively good speech and lip:reading ahiti
Tips Toe long tenn effects are different for each person and
iii. Use a normal tone of voice when welcoming a
• Provide clear and thorough explanations and Hearing impairments can range from mild to pror.._1 ~an range from mild to profound. It is common for many
person with disability.
People who are hard of hearing may use a rani' J people with AB! to experience:
instructions, in writing if required.
strategies and equipment including speech, lip-r..i;.J iv. Do not raise your voice unless you arc asked to.
• Ask the person how they would like to receive (I) increased fatigue (mental and physical)
writing notes, hearing aids or sign language intel]lfd(!ll. . v. When talking with a person with a disability,
infonnation. some slowing down in the speed with which they
When talking to a person who is deaf or h1nl • (u) speak directly to that person rather than through a
• Allow more time and greater flexibility for training process information, plan and solve problems
hearing companion or sign language interpreter. .
and induction. (iii) changes to their behaviour and personality,
(0 Look and speak directly to them, not Just~ vi. When introduced to a person with a disability,
physical and sensory abilities, or thinking and
Visual impairments people accompanymg them, includmg mtc it is appropriate to offer to shake hands. People
learning with limited hand use or who wear an artificial
Only 5% of 'blind ' people can 't see anything. Visual
impairments can be caused by a multitude of factors,
including disease, accidents, and congenital illnesses.

(111 Speak clearly and use a normal tone or

unless otherwise instructed by the person w,~
hearing impairment

j
I
(iv) may also have difficulty in areas such as memory,
concentration and communication,
limb can usually shake hands. If the person cannot
shake bands, acknowledge them with a smile and
a spoken greeting,
u
There is a difference between the needs of visually . . ' Aperson with an Acquired Brain Injury does not have an
impaired individuals and blind people. Vision (iii) If you don't und erstand what a person 15 Sil'!, intellectual disability and does not have a mental illness vii. When meeting a person who is visually impaired,
ask them to repeat or rephrase, or altcmalJl~. j
lmpainnent refers to people who are blind or who have always identify yourself and others who may be
offer them a pen and paper. with you.
partial vi1ion.
 In physical
. . education, it is an ind1v,d
. . . . . 4. To ensure active participation or transition
When conversing in a group, remember to identify
viii.
the person 10 whom you are speaking.
of mstruct1on created for stude
.
. Uahied
nts w11h d' Pr.., • 1 . . al ducation plan ts designed. For
·nd1v1du e . d towards theintegrated orregu lar PE Program me
enables success m physical edu . 1sab;i;,, "\ ,nd on I student with nullsm a structure (Inclusion}- APE ensures transition of 6 student
Callon I 11,., I for a . . d
i,. If you olTer assistance, wait until the offer is Adaptive Physical Education "Ada ,, · nth,, \ I exnOIP e, 'th clearly defined ummgs, ay, from specially designed PE 10 integrated PE.
• ' Plrn "'1,~ oim• 'vi .. d
accepted. Then listen lo or ask for instructions. odifications lo meet the •ans "lo '• ,'. progn' h start and finish of act1v1ty an APE ensures active and passive participation of
8
I' needs of Slud "1~ lfllincr/c_oac 'r k'll with visual cards is helpful for
x. Address people who have disabilities by their first . . "'• , · 110n o s 1 student through a planned programme acco rd ing
names only when extending the same familiarity
'an d Ob Jecttves of Adapt ·! descnP ful partnership. lo individual needs. This programme can be
ucation ed Ph,,s,~-
, success. . cWSNth«•pacitytobdunchonally . implemented for maintenance of basic functional
10 all others. l, robu1ld ,n rrctime - APE IS . a planned and fitness, motor movements, skill oriented activiticS,
xi. Leaning on or hanging on lo a person's wheelchair The main aims is to make special school 1
ac ti''c forproi ramme designed lo fit the needs of competitive sports, integration and inclusion. e.g.,
is similar to leaning on hanging on to a person and is functional motor skills,. games ' sports, •ndProg,."'1 '
.., " ,,ructu redd gfor Children With Special Needs, a person with severe intellectual disability will be
generally considered annoying. The chair is part of suited to the needs and interest of each Stud ""~ ' ind1v1 ua I. . .
anii life skills become difficull due 10 restncl1on involved in physical education activities passively
the personal body space of the person who uses it can be integrated into the regular physica;nt, s~
da Y mcnt co-ordination challenges, life or with physical help to give her/ him basic fitness
class while others may require special leach •d11tii.;
xii. Listen attentively when you're talking with a and programs. 1 in m_ove s b:havioural problems and cognitive 10 accomplish daily functional rasks, or a person
ers, "ill\ tyle issue, .
person who has difficulty speaking. Be patient and s APE conditions the bram, muscles and with mild disability can be given a skill oriented
wail for the person 10 finish, rather than correcting The main emphasis of adapted Physical Ed i challenge5· .
'fi movements for different functional tasks, programme where her/his goal is lo perform a
or speaking for the Person. If necessary, ask short Program is 10 develop motor skills, physical fit ncs, ""'1 speCl C , .
activities or sports/games skills. _In ~1s m~er, single sports skill such as dribbling, shooting or
questions that require short answers, a nod or skills for both ambulatory and non-ambulatory s""'-.' _ APE stimulates activeness for hfe time with a floating in water.
shake of the head. which improve the quality and productivity ~7",i regular Programme. e.g., a student with Cerebral 5. Helping to develop self-esteem in CWSN- APE
through participation. Maximize numbers of <hi~ \ Palsy crossing an elementary ladder hurdle where helps 10 enhance self- esteem and self-image of
Never pretend to understand if you are having
who participate regularly in developing age-appr~i she/he needs physical help 10 accomplish lhe task CWSN when they are able to access the activity
difficulty doing so. Instead, repeal what you have
movement and motor skills. Develop a healthy lcv~! though she/he tries to control her/his reflexes for or sports and participate successfully. Ability to
understood and allow the person to respond.
flexibility, balance, muscular strength and endUtio'.\ i lifting her/his knee up, judging the space 10 cross perform these rasks and activities easily, and the
The response will clue you in and guide your
body composition and endurance. Develop comP<l<0 the hurdle and landing her/his foot appropriately recognition they derive from this, encourages
understanding.
in movement and motor skills. Learn games rulcs \1 maintain and regain her/his balance to finish the them to move on to higher goals. Once the goals
xiv. When speaking with a person who uses a strategies and demonstrate their use in game sen;,
10
wheelchair or a person who uses crutches, place 1 task. set are realistic and achievable by working on their
The objective of APE is the promotion of sportsrn"1'j motor skills, and students receive recognition,
yourself at eye level in front of the person to • To provide a safe and accessible PE and sports
by participation in physical activity. j 3 their self-esteem is enhanced and leads to a better
facilitate the conversation. Programme as per the needs of the individual -
The objective of APE is the development of stu<i\l self-image. e.g., when a student with cognitive
During PE Programme, safety must be a primary
xv. To get the attention of a person who is deaf, tap the socialization skills like participating in groups, h::' disability achieves success in a physical activity or
person on the shoulder or wave your hand. Look concern as PE is very dynamic and reactive in
active organised in work. sport, the resulting recognition leads to enhanced
directly al the person and speak clearly, slowly,
1·
movements. For children with special needs, who
self-image and behavioural change.
and expressively to detennine if the -person can The objective of APE is to improve physiol~i suffer from different physical and psychological
and mental functioning which give rise to fceling1 j challenges, the safety issues may become 6. To promote regularity and discipline--
read your lips.
64 physical, psychological and social competence arrr,1 magnified. Therefore, during an APE session, Participation in physical activity and sports
Communicating with a person with disability can seem
children. · environment, instruction and equipment are provides a feeling of wellbeing which in promotes
daunting to some. Some people are concerned thal they
modified lo make PE safe and accessible. Specially regularity and discipline. It encourages the student
will embarrass themselves or o person with disability by The objective of APE is education also; individl!li
designed Physical Education Programme is for to continue the activity/sport and adopt a healthy
saying or doing the wrong thing. Though these concerns should recei ve information and guidance from exercii'
those students who are not benefiting from general lifestyle which helps overcome the challenges
usually come from a good place, it is entire unnecessary. leaders and program director so that they can make wu!
important thing to remember is to trcal each choices regarding their lifestyle. PE Programme or modified PE Programme. Here, and achieve greater success. e.g., a child with
·
special equipment and support is given to a student Artention Deficit Hyperactive Disorder (ADHD)
speer.
Objectives of Adapted Physical Education : to access and enjoy sports and PE sessions. e.g., a may benefit even in cognitive fields with iegular
guided or supported rope for a person with visual participation in sports as not only is her/his energy
::;u;~in objectives of Adapted Physical Educatoj / channelized gainfully but the increase in physical
•ted Physical Education is the art and science of impairment for running or walking, using light
'eveloping. implementing and monitoring a carefuily activity is also therapeutic.
I. To build a Programme to meet the needd equipment for students with lower action time
designed physical education instructional program for CWSN- Since APE is developed as per the 111,o' using a structured programme or behaviou~ 7. To promote sportsmanship- The Collins
• learner wilb disabilily. Adapted physical education of the individual, it is, therefore, more benefit:ii management for hyper or emotionally dictionary defines sportsmanship as behaviour and
,ene,ally iefen to sc:bool based program for students for the student. For this purpose, the studait 1 challenged students. attitudes that show respect for the rules of a game
Qlld l-21 yean. and for the other players. Sports include an element
assessed on the physical education paramdll
 th
of fun and olso discipline, where you try to ncltleve 3. Bd1n1loural Improvement , with special need. The professional counsellor gives e
1
o tnrget whether Individually or as a team. When Relationships, and Acadcn In ,\1,. \ Of VARIOUS PROFESSIONALS child for special need an opportunity to express difficult3
I1CS , . "!~ feelings such as anger, rcsentmcnl, guilt and fear in
she/he !cams and participates successfully in a hands-on nature of physical d · t,~11 i 4,5 BOLE oREN WITH SPECIAL NEEDS
particular sport, follows the simple rules such as .. · e Uca1i ), , ,
cogmttve improvements in child 0n It,. . fOB ct!IL occupational Therapist, confidential environment.
. h rcn ,,,,. "It .
regularity, wailing for hern1is tum, listening to and needs, a11 owmg t cm to access _, 1th,.. 1. 1co~nsel~~~ ist physical Education Teacher, The professional counsellor may encourage the child
implementing instructions, appreciating the cffons couldn 'I challenge within a ltadit with special need 10 examine parts oflhcir lives that they
phys 101hTh ;apist and special Educator)
of others, accepting defeat, celebrating victory, setting. The structure of sport _ wJ ach e may have found difficult or impossible to face earlier.
feeling of oneness with the team, respecting a set of rules and organization, can·~"'¾,; 5P0 c1ul. d ss pedal: Isn' t every kid special?. We think . The ultimate aim of counselling is to enable the children
£,·crY I do we mean when we say children with
authority and maintaining decorum on the field 100I that helps children lo practice scJ a1~ for special need 10 make their own choices, reach
sO· aut what Js? This means any child who might need
modi!)l,s her/his behaviour on as well os off the and enhance their decision making t"8lii.,.·
,u, .....:ial neebecause
. . . . their own good fruitful decisions and to act upon them
fi "'I , ,,tr0
of that, chI'ldrcn w11. h special needss · I\. '
• •an I .
,,,..- of a medical, cmouonal, or learning
h< 1pThese children have special needs because accordingly. The professional counsellor will attempt to
focus on specific goals, and work on th . ~ , build n certain amount of rapport with the children with
0 problem-hi need extra help ai home as well as in school.
communication by interacting with pe " '"\ special need, but not to an extent that would allow them
sport. er,~r~ ,
1hcY mis ht need medicines and therapy.
Th<Ym1g to become emotionally involved.
Scientific research has demonstrated repeatedly that
physical education can enhance academic performance Measurement and evaluation for ad ! cial needs children are affected differenlly; some
5pC . IIY iniellectually, emotionally and some socially
Professional counsellors need to be empathetic,
and cognitive function. However, for children with physical education ap~ phY:""ch;ld wilh special needs, who finds it difficult t~ understand the child's point of view rather than be
i Hc 1sn . .. sympathetic. Empathy can help the counsellor to ask
special needs, it's valuable for so many reasons, from Measurement and evaluation are impo11ani l adapl normal everyday ac11v1ttes due to a disability or
10 appropriate stions and lead the children with special
providing an opportunily to build collaborative and of physical education and sport prosrams "'-~I a child needs estra or different help from other children
social skills, to teaching individuals how to focus individuals with disabilities. ii is necessary to dct~'. of the sarne age, whose progress is slow or at a different need to sitive ~conclusion.
on specific goals and overcome obstacles. Parents the developmental starus of the individual ¼,; rate to children of the same age.
and teachers are encouraged to find creative ways to preparing a program ofactivities. This assessments~~ •. ..fefOccupational _Therapist
A counsellor is a person who gives advice or counsel,
implement reasonable accommodations to ensure that all include i~fonnation about the indivi~~al's fitness st., Occupational Therapist is a client-cenrred health
especially oa personal problems of a child (a child
students with special needs can be successful in physical motor skill performance and cognitive functioning'j professional concerned with promoting health and
counsellor). He is trained to give guidance on personal
education and the school environment. well as social and emotional development.
1
1· wellbeing through occupation. The primary goal of
or psychological problems. occupational 1herapy is to enable people lo participate
1. Phy~k.il Improvements : A scientific study into Learning experiences within the program should i The term "counselling has many confusing meaning in the activities of everyday life. Occupational therapists
disabili1y groups has found that participation in designed in such a way io ensure that the indiv~ and there are many wide applications to it as well. The
1
physical activi1y and sport leads to improved levels achieve this outcome by working with people and
experiences frequent success while progressing ,, tenn counselling means" "the provision of professional
of well-being and physical health. Children who communities to enhance their ability to engage in their
have a diagnosed intellccrual disabili1y .nay have
incremental steps towards attainment of all objecti\t:5
Adapted physical education.
1 assistance Jlld guidance in resolving personal or occupation. They are expected to modify the occupation
additional physical disabilities which can h.sult psycholp{ical proJ;,lems". or the environment to better support their occupational
in below age-level perfonnance in typical motor Programs for individuals with disabilities: , /2vri;-; Role of the Counsellor for the engagement.
skills. Regular involvement in physical education In recent years many court decisions have been lllti ~hitaren for th_~ .~P.ecial need:
and sport can help them to develop the skills they and laws passed supporting the right of studen~ It ...... .. "" ·••··:·~ware that no two people are alike. No
need . ... . The counse11oris .
disab1ht1es to have same educational opportunit I two children understand the same language m the same
2. MentaJ Improvements in Confidence and 3:' ~ther students. _These mandates hav~ resulted J. wa . Their understanding will always be linked 1_0 their
Well-Being ; Regular exposure to sports through Significant changes m the conduct of phySical eduCl!ii Y erience of the world. Therefore, dunng the
. d' 'd I . h d' bT . persona I exp I
physical education classes isn't only good for programs as well or m 1v1 ua s wit 1sa 11ties. counsc\ling process, it is important that the. coun~e !or
a child's body O it's beneficial to their mind, The law ensured that individuals with disabilities It does not ti)' to fit children with special need mto hts/her
too. Physical activity improves general mood and placed m the least reslnctive alternative stipulates ir ,dea of what lhey should be and how they should act
wellness in psychiatric patients suffering from
anxiety and depressive disorders. What's more,
whenever appropriate, children with d1sab1httes """I
I The important role of the counsellorts to enable children
be educated with children without disab1httes. RCl'IKM with special need 10 explore many aspects of their hfe
regular fitness links to improvements in self- from the regular educatwnal envtronment should oa, and feelmgs, by lalkmg openly and freely Talkmg m
esteem, social awareness, and self-confidence only when the nature or the seventy of the disabilrq such a way ts rarely possible with family or friends, who
all essential for empowering the lives of young proh1b1ts education achievement despite the use are likely to be emotionally involved and have opmions The role of occupational
I people with special needs. supplementary aids and services.
.

and biases that may be detnmental to the success of

the counsellmg. It 1s important that the professional
counsellor 1s not emouonally involved with the children

I. Occupational therapy is the use of assessment

and treatment to develop, recover, or maintain
l
r
-,.,
the d:iily living 11nd work skills of people with a
physicol. nwntnl or cognitive order.
2. The occupnlionnl lhcmpisl is trained both in
.
physical and menial health and can help with
· ·
adap1011ons to nffccl chnngc m everyday hfc

/4.t
· .

The Role of Phys·0th ~

p ial Children Needs
••• •" ·•"· " """ ·" ·" ·" "·
p ysical therapy or physiotherap' .
.
,
.
functton and quality of life lh

.
' er~Pist f I·
' tst ts
profession that treats impairments a d. a Tchab·i1 ,
nunr
\.
'
i1,,.•
P ov,,lll "'•
5,
0)0' _

-
-c01cnts an
enuon

515
10 hySlca

.
· eel to evaluate and improve
arc tJa1ll of the body• with particular
phY'10t11ct11ri d funcuons
. 1 mobility balance, posture,
. '.
p f·' especial ch1\cm:n.

among children and young adults from primary 10 high

school. Their goal is to develop motor skill• and physical
development among younger children and proper
exercise and eating habiis among older children.
. . . . . rough <>bi\ , ,11 dpauio ul .
Role of Physical education 1cacher is 10 encourage
m order to overcome practical problems. The diagnoSts, prognos1S and ph . exallli r,,igu• an . he\ in a variety of d1Sordcrs
• I · ·ict• b·t· · Ystca\ · llat,. t11ptSI can P . special needs children's participation in sports and
occupattonn 1herap1St nsscsscs the ch, s a 1 11tes Physiotherapy has proven to be an em . •ntcrv , , physiothe . 1 condition of special child lhat
6
for special need and their potential within the children who have the cienttrea1lll"1t~ . · \ikC ncuro\ ogica ous sysicm. such as Mulliple physical activity.
· ',:im1·1y and phys1·ca I environment.
contcxl of thctr · followingconditions :or '11,' · ,tfccts ,he ncrv k and ccrcbral palsy. I. P.E.T. role is 10 guide 1he children wilh special
. . . "' . l I rosis, siro e . .d
3. The occ11pat1onal 1hernp1St helps 1he special developmental delays, i , ; Sc c ist cnn help the special chi\ whose need towards participating in sports in which they
child to maintoin • balance and max imise his cerebral palsy, genetic "'- ~ - 7 physiodiet11Puch as Muscular Dystrophy may be can succeed and have fun doing so.
participation in daily activities including self-care, disorders, orthopaedic •'). 1 \a-: _ • 1
• coo it!O::
d
presenl
~irth, These and oth~r condition may
h'id 10 have 10 improve balance, 2. P.E.T. should modify any sports activil)' and allow
school related tnsks nnd leisure time. disabilities, poor heart uire the c t . . special need children to get the cardiovascular,
and lung conditions, rcq h and coordmauon.
4. The occupation,\ therapist also provides advice to t flex ibility and strenglh !raining benefils lhat allows
slfCng . helps the special children by
birth defects, limb ·01herap1s1 children to stay healthy.
special child, looking nl ways how everyday tasks 8. PhY51 them massage 10 the soft tissues of the body
deficiencies etc.
can be done differently. giv~n~ improves circulation and movement of 3. P.E.T. should encourage the children on wheelchair
S. The occupational therapist also recommends whic rts of the body. Physiotherapist helps
to play wheelchair basketball and tennis.
d·trercnt
1 pa . . .
adaptations to the environment to maxim ise the . hildren by g1vmg lots of exerctSe and
the specia 1c . 4. P.E.T. should encourage children without the
child's abi lity to engage in act ivities. to help with particular problems. This
010 vcmen
1 . limits or lhose with mental disabilities to enjoy the
maY include gentle exercise'. such as walkmg ~r
6. The occupational therapist instructs those with therapeutic benefilS of horseback riding.
swimming or specific exercises to target certam
permanent physical disabilities such as spinal cord
areas of the body. 5. P.E.T. should encourage the special needs children
injuries, cerebral palsy, or muscular dysirophy, in
Physiotherapist helps the special childr~n by to participate in special games for them.
use of adoptive equipment, including wheelchairs, 9· giving them Hypnotherapy -~xerc1se s~ss1on _m
onhotics and aids for eating and dressing. 6. P.E.T. should organise games and competition for
heated water to improve mob1hty and relieve pam.
7. The occupational therapist also develops computer children for special needs like football, cricket for
I. Children with disability find it hard to coord~I
(dl Role of Physical Education Teachers blinds.
aided adoptive equipment and teach those with
severe limitations how to use that equipment in
between their body and mind and often i.,
1 5 4
order to communicate bener.
posture problems, discomfort and other phy~ ' !~(.~~ildren .Y:!!~
.~P.~~)~1..
limitations. The physiotherapist genctll' Ph sical education teachers, commonly known as P.E.
7. P.E.T. should organise running cvenlS for the
children for special needs.
8. The occupational therapist also tcache~~i,~benefits helps to develop coordination, build s1tengi te~hers, are responsible for the education of primary,
improve balance, and maintain flexibility therd,, 8. P.E.T. should organise sports and activities
of physical exercises 1hat may be used to mL::--: ase secondary and senior secondary school students in
maximising the ability to move. · especially good for specially needs children like:
strength. The occupational therapist dealing with physical ac1ivity and psychomotor learning.
children with special educational needs also work 2. Physiotherapist helps special children. by gi~ - Swimming, Bicycling, Gymnastic, Weight
on fine motor skills. The occupational therapist
works on hand-eye coordination IO improve skills
such as hitting a ball, or copying fro m a black

treatment required to the child, some may resP<II , Physical education teachers help children develop
quickly to the ireatment, while some children1a1, 1 physical abilities and healthy habits that can last for lhe
more time to respond positively to the treatmcit rest of their lives. Physical education teachers organise

lifting, Soccer etc.

4.5. (e) Speech_Therapist
®i
board. The physiotherapist should take care of u, games and challenges that promote physical activity
Speech Therapist helps in speech and language therapy.
intensity and duration of the treatment acconiiJa
9. The occupational therapist helps children with This is used to treat a variety of disorden related to
to 1he disability of each child.
development del ay learn basic rasks, such as producing speech and olher oral motor functions. A
bathing, gc"ing dressed, brushing their 1eeth and 3. Physiotherapists are trained to cater 10 1k person who provides speech therapy is called a speech
feeding themselves. requirements of each special child differttiJi, language pathologist. Speech language pathologist
so physical therapy should be given which i may help young students learn to overcome a stutter,
I0. The occupalional therapist teaches children restorative in nature.
wi th physical disabilities the coordination ski lls or they mighl help geriatric patienlS relearn bow to
required 10 feed oneself or use a computer. 4. Phys iotherapist helps the special children • swallow properly. People who receive speech therapy
improve a child's range of movement in orda ' , are generally referred to as clients to speech language
11. The occupational therapist helps children who
10 promote health and well-being. PhysiothO!ll'Jj ' therapists. Speech therapy can be defined as treatment
ha ve sensory and attention issues lo improve focus
is non-invasive and does not involve the use al or therapy to help people who have speech problems,
and social skills.
medication. problems to learn to pronowl"ce words correctly.
L _.L
 4.5 (f) Role of Special Educ .
Children a1or for s
MULTIPLE CHOICE QUESTION~
............ ~· 1 --~. is a speciaUy designed programme for the people who arc
I. It takes a lot of patience carin \
I ctaptcd phys ;cal educa
d ,01
-~ \.
.. . . ,h .
• g and
to become a good special ed Under, .
uca1 ~ . ,
Workmg wit special needs can b 10n le:..."'I,
,. ) Low ecooomY stu en
ts (b) Differently ab led
(d) Sportspersons
r 2. Special education teachers
cac1ia11. '\!
"'11,_•

I,
(
c) raten ted students
(3 h' h is not a objective of adaptive physical education
CO rion \V IC .
I. understanding educators dedicated i"'e , 5c1ect th p . meet special needs (b) Develop motor skills
z, ures services 10
individual special student the loo ls 8%1, ;
O
(3) Ens If teem and self image (d) All of the above
needed to help them get maximises (C) Enhance se . es •s an approach where students get education together
o.a1,;ccss
3. A small number of special education leac · I
.._.
J,
Jncl • .' c education
0 1
(a) Blind an ea
d d f students
I (b) Blind and physically disabled students
d physically disabled students (d) Nonna! and disabled students
Spuch therapy is the treatment of speech and with special children with se~ere cognitive, ""'1 \
communication disorders: The approach used varies or physical d1sab1ht1es. Thetr primary job . ~. 1
(c) Mental ,Yantis! wlto was not suffering from any kind of disability
depending on the disorder. lt may include physical them life skills and basic literacy. ~ ' Sc1cct the sc1cnIva (b) Albert Einstein
exercises to strengthen the muscle used in speech, speech
drills to improve clarity, or sound production practice to
4. The majority of the special education teach I ~. (3 ) 'fhomas
orahant abell (d) None of the above
with children with mild to moderate diS::\ (c) • t t aching staff with strategics on how to support special needs students in dis tr ess is known as
produce articulation. modifying the general education CUrricui'
1
\l t-1c ossts e
Physiolherapist (b) School councellor
i
meet the child's individual needs and pn,'Ill ~ 5,
,t is a person who gives treatment of speech
required instruction. (:; occupational therapist (d) Speech therapist
detects aocl d rs, especially through use of exercises
~c is concerned with the gross motor skills and mobility of the children with special needs
ids that develop new speech habits. 5. Special needs educators assist in dcvc1'\\
(a) occupational therapist (bl Physical education teacher
individualised education programs for eachs~ i 6,
for children with (cl physiotherapist (dl School councelor
student. The individualised education ~ \
designed to develop md1v1dual goal for the ~ -- This individual helps children with special needs in performing self care skills like eating, dressing,
A speecn 1anguage oa and is modified to the student's abilities and ~ I 7. bathing and grooming
communication disorders. (a) occupational therapist (b) Physical education teacher
6. Special educators work very closely with P"",i
I. The SLP evaluate and diagnose speech language, to keep them updated on progress and lllil (cl Physiotherapist (dl Speech therapist
cognitive communication and swelling disorders. recommendations to promote learning in the ~ This person in school provides treatment, support and care for students who have difficulties in
8,
A variety of qualitative and quantitative assessment 7. Special education programs are designe,j 1! communication
methods are utilised including standardised tests those children who are mentally, physk.!' (a) Occupational therapist (bl Physical education teacher
and other special instrumen ts, in order to analyse socially and emotionally delayed. This OSJl<tl ~ (c) Physiotherapist (dl Speech therapist
and diagnose the nature and extent of speech "delay" broadly categorised as a developlllctl1 They as~iststu?ents with special needs in the area of physical skills, learning th rou h Inv comm · ·
language and other impainnent in the special child. delay, signifies an aspect of the child's ov,J 9. improl'mg social and emotional skills g P •' umcation,
@ 2. The SLP treat speech, language, cognitive- development (physical, cognitive, schol,i,I (a) Occupational therapist
(bl Special Educator
communication and swelling disorders of special skills) which places him behind his peers. (dl Speech therapist
(c) Physiotherapist
child of all levels from infancy to the elderly, utilising 8. Due to these special requirements, students' n,,
individualised plans with both long tenn and short tO. What is APE
cannot be met within the traditional class~ (a) Additional physical education (bl Adapted physical education
term goals established for each individual need.
environment. Special education programs •'
(c) Allotted physical education (dl None of the above
3. The SLP also provides clinical services services adapt content, teaching methodology a'
individually or within the groups, depending upon delivery instruction to meet the appropriale nod 11. Adapted physical education is a specially designed programme for the people who are
the work site. of the special child. (a) Low economy students (b) Differently abled
4. Speech language pathologists often work as part of 9. A special educator is someone who will·, (c) Talented students (d) Sportspersons
a ..,earn" which may include teachers, physicians, with children and youth who have a varidi \ 12. Select the option which is not an objective of adaptive physical education
1
audiologists, psychologists, social workers, of disabilities, Children with special 1#4 (a) Ensures services to meet special needs (bl Develop motor skills
rehabilitation, councillors and others. There are require unique instruction by specially tniDii (c) Enhance self-esteem and self-image (d) All of the above
also corporate speech language pat hologists professionals to help them achieve their biglrl 13. Disability is nn illness, in or condition that makes it difficult for someone to do things that other people"
who work with special children to improve potential and strive to progress beyond 111 is given by
communication. limitations.
i (a) WHO (b) Cambridge dictionary
(c) Disability act 2016 (d) None of them ph,,1,al disability UJIIY be caused by ..... .. .
(b) Musculoskeletal disorders
14. Intellectual di,ability is al,o known as 21. · . (d) All of the above
(') Qb<SII)'
(a) Physical Disability (b) Cognitive Disability (cl a,nc inhcrit!IOce
(c) Locomotor Disability (d) Speech Impairment
4. (d) 5. (b) 6. (b) 7. (a) 8. (a)
15. Learning difficulties may cause difficulty in the following ,.u,s"'trs 2. (c)
3. (d)
12. (a) 13. (b) 14. (b) 15. (d) 16. (d)
(a) Reading (b) Writing 1. (bl I I. (b)
JO. (b)
(c) Mathematics (d) All of the above 20. (a) 21. (a) 22. (d) 23. (b) 24 . (b)
9. (a) 19. (a)
JS. (d)
16. Which one Is not a Cause of disability 11. (d) 27. (d)
--
(b) Malnutrition 26. (d)
(a) Diseases J5. (a)
(c) Wars (d) Age/Gender
( EXERCISE )
17. Select the scientist who was not suffering from nny kind of disability
(a) Thomas alvn (b) Albert Einstein .
Answer Type Questions . . .
(c) Graham bell (d) None of the above shorl he need and importance of mclus1ve education.
Write about t . . . . . .
18. \Vhich one of the following is not a case of cognitive disability in a child? . h role of physical education teacher m educating children with special needs?
(a) Generic abnormalities (b) Problems during birth \Vhat 1st c . . .
2. physiotherapist help children wnh special needs?
(c) Chromosomal defects (d) Arthritis How does a
3· the challenges faced in implementing inclusive education in India?
19. \\'hich of the following disabilities is not considered as 11 physical disability? What are
4· daprive physical education.
(a) Poor manual dexterity (b) Epilepsy
5. oefinea
(c) Dyslexia (d) Visual Improvement
Answer Type Questions
20. Whic.h of the following is not a case of intellectual d isability? Long do a special education counsellor, occupational therapist, speech therapist and special educator help
(a) Diabetes (b) An infection in the braio 1· ~h~~ren with special needs? ( only two points each)
(c) Meningitis (d) Extreme malnutrition ij Write in detail the aims and objectives of adaptive physical education.
21. This individual helps children with special needs in performing self-care skills like eating, dre\s· , 2.
\Vhat do you understand by disability.
i
bathing and grooming J.
(a) Occupational therapist (b) Physical education teacher _ What are the different types of disability, what are it causes and nature.
(c) Physiotherapist (d) Speech therapist l 4
5
_ what do you understand by the tenn Intellectual disability?
22. This person in school provides treatmen4 support nnd care for students who hnve difficultf1;1 -~ _Define Adaptive Physical Education? Explain the imponance of Adaptive Physical Education?
communication •~. 6
How do a special educ~tion counsellor, occupational therapist help children with special need?
(a) Occupational therapist (b) Physical education teacher 7.
(c) Physiotherapist (d) Speech therapist Write in detail the aim and objective of adaptive physical education.
8.
23. T hey assist students with special needs in the area of physical skills, learning through play,communicatioa
9. Elaborate the role and importance of physical education teacher in growth of special need children?
impro,·in g social and emotional skills
lO. Give your views on the outlook of society towards the children with special need and what steps should be
(a) Occupalional therapist (b) Special Educator
rnkcn to improve .
(c) Physiotherapist (d) Speech therapist
I I. (·low does a physiotherapist help children with special need?
24. What ls APE
(a) Additional physical education (b) Adapted physical education 12. Explain the concept of disorder briefly?
(c) Allolled phys ical education (d) None of the above 13. Differentiate between Disability and Disorder?
25. A menially challenged child with a low IQ has .............. disability. 14. Explain what is lntelleetual Disability and mention all its types?
(a) Cognitive (b) Intellectual 15. What do you understand by cognitive disability? Briefly explain its types?
l
(c) Mental (d) None of these
16. Elucidate upon the Physical disabilities and throw lights on its types?
26. \Vhkh of the fo llowing are comm on causes of both intellectual and cognitive disability?
Wh. at are the effects on individual due to Visual Impainnent? How to talk to blind person?
(a) Alcohol or Drug abuse by mother during pregnancy
Hearing lmpainnent is also a disability, how should nonnal person talk to deaf people?
(bJ Generic abnormalities. (c) Deprivation of oxygen al the Time of birth
(d) All of the above
.
, -- - -~ala-Based Questions: (i) Identify the possible occup .
. b atron
descnbed a ove? of th
·································
The data collected from a country about e tii.,
(a) Special education counsellor ·,
the kind of professions related to physical
education and wellbeing preferred by people is (b) Physiotherapist
given below: (c) Speech therapist

Physiu lEducallonTeilther
(d) All of these

SjlmhTher, plrt i.;t.~-:i~ (ii) A physiotherapist is needed for

Physiotherapist 1-...,........,...__,.~t'-"!"--,--t (a) encourage students to Pattie•

• •• 1Pate ·
act1V1t1es. ill
Occupallon.illheraplst

(b) chalking out a plan for special

counsellors.
o 5 W 15 W 25 3S
Special Educator Occupational Therapist C Physlothtraplst (c) assist teachers in speech training.
Sptt<:h Therapist Physical Edue1t1on Teacher

(d) medical consultation and supervision.

Q.1 On the basis of the chart given, answer the
(iii) Which of the following roles will such a
following questions:
play?
(i) What would a Special Educator be required to do?
(a) Devise a suitable platform for studeins
(a) Make considerations for cultural and perform activities at tournaments I
environmental factors
(b) Design programmes and activities
(b) Teach basic literacy and communication involve promotion of balance, strCllgth '
skills coordination -
(c) Evaluate and adapt existing curriculum (c) Diagnose the exact type of speech diSQj
(d) None of the above and devise plan to rectify it

(ii) Which is the most popular profession? (d) Conduct spiritual wellness sessions

(a) Special educator Answers: l. (i) (b) Teach basic literacy 1

communication skills; (ii) (d) Physotherapist; ftn)I
(b) Physical education teacher Occupational therapist
(c) Speech therapist Answers: 2. (i) (b) Physiotherapist; (ii) (d) Mak
(d) Physiotherapist consultation and supervision; (iii) (b) IJai
programmes and activities that involve promolitl 1
(iii) A professional who helps students perfect their balance, strength and coordination
fine motor and visual skills, as well as take care of
themselves is a
(a) occupational therapist. QJ. Disability is conceptualised as being .
multidimensional experience for the (lfll
(b) physical education teacher. involved. There may be effects on orp
(c) speech therapist. or body parts and there may be effects 11
person's participation in areas oflife. Whlli
(d) physiotherapist. you think is disability and explain the caUlll1
disabilities?
Case-Based Questions:
...............................
Q. 2. A person is well-versed in anatomy, physiology,
biomechanics, kinesiology and neuroscience.
On the basis of the case given, answer the following
questions: