Physical Education and Sports for Children with Special Needs Notes in English Class-11 Physical Education Chapter-4 Book-1
0Team Eklavyaजून 12, 2025
The concept of disability and disorder
Concept of Disability
Disability means a lack of ability. When a person has physical (body), mental (mind), intellectual (thinking), developmental, or sensory (such as seeing, hearing) problems, it is called a disability.
Disability may be present from birth or may be acquired as a result of an accident. According to the World Health Organization, disability is a condition in which a person's ability to work is reduced.
Concept of Disorder
The disorder is usually associated with a mental disorder. The disorder impairs a person's performance and ability to function in daily routine. Any disorder appears like a simple problem in the beginning.
But gradually its consequences start becoming fatal. There is no time limit for a disorder. It can affect a person at any time. If the disorder is not detected at the right time, then it turns into disability later on.
Types of Disability
Types of disability
1. Physical disability
It is a type of disability in which a person is unable to perform normal physical activities.
2. Intellectual disability
It is a type of disability in which a person lacks mental ability and normal development.
Causes of Disabilities:
infectious diseases
Hereditary
Mental health issues
Wrong vaccination or use of wrong medicine
Malnutrition
war
The meaning of adapted physical education
Meaning:
Games and physical activities are modified in such a way that they become suitable and beneficial for students affected by disabilities according to their interests, abilities and limitations. This is called adapted physical education.
adapted physical education goals
The main goal of adapted physical education is to provide students with special needs the opportunity to participate in physical education activities in a safe and supportive environment, regardless of their disability. The program aims to ensure maximum participation with minimal barriers to students.
adapted physical education objectives
Objectives:
Providing physical education services.
Developing motor skills.
Develop self-esteem.
To increase active participation in sports.
Develop socialization.
To promote the spirit of sportsmanship.
Describe the role of various professionals for children with special needs.
Counselor:
Provides mental and emotional support to children and their families.
Helps to increase the self-confidence of children and improve their mental health.
Helps in understanding and solving practical problems.
Occupational Therapist:
Helps improve children's abilities to perform activities of daily living such as writing, eating, and dressing.
Work on improving his motor.
Physical Therapist:
Focus on improving the physical abilities of children.
Uses exercises and techniques to improve muscle strength and balance.
Helps improve walking and other physical activities.
Speech Therapist:
Helps improve children's ability to speak, listen and understand language.
Use communication techniques and exercises for children who have speech problems.
Special Education Teacher:
Design customized curriculum to meet children's special educational needs.
We impart education keeping in mind the individual abilities and needs of each child.
Focus on making children self-reliant and self-confident.
Physical Education Teacher:
Helps to enhance children's physical abilities and improve fitness.
Encourage teamwork, self-confidence and physical health through games and activities.
Activities are adapted to children's physical abilities and interests.
Disability etiquette
Disability etiquette is a set of guidelines that specifically relate to how to approach and interact with people who are disabled or non-disabled.
It aims to ensure that we communicate respectfully and courteously with people with disabilities, so that they can experience self-esteem and equality.
Positive and energetic attitude
One should approach the person with special needs with positive energy and attitude.
The approach should be friendly.
One should not show excessive sympathy toward the person, or, in some cases, even fear.
Communications
One should talk to the concerned person in the right manner.
Communication should be two-way—talk to the person directly, establish a rapport with them, not with the person accompanying them.
If necessary, use a communication book or communication device.
Keep your tone low. Communicate slowly and clearly with the person. Give them time to respond.
If necessary, say, “She uses a wheelchair.” “Do not use negative, derogatory, and outdated terms such as crippled, deaf and mute, or ‘retarded.'”
Therefore, avoid using words like physically handicapped or Divyang.
social etiquette
Make the environment disability-friendly and comfortable for children with special needs.
Only offer help if the person seems to need it.
Acknowledge and respect the person's ability to speak up and make decisions on their own behalf.
Never threaten them physically or verbally. Never play with their equipment.
Physical Etiquette
Sit or stand at eye level with children with disabilities when appropriate and possible.
Make eye contact, never turn away from a person with a disability.
Avoid patting a person on the head or touching their wheelchair or cane. People with disabilities consider their devices to be part of their personal space.
