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CHAPTER-4-Physical Education & Sports For CWSN

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4.

PHYSICAL EDUCATION & SPORTS FOR


CWSN
GRADE- XI
SUBJECT- HEALTH AND PHYSICAL EDUCATION
Learning Objectives
Students will be able to learn and understand about
oConcept of Disability & Disorder
oTypes of Disability, its causes & nature ( intellectual disability, physical
disability)
oDisability Etiquettes
oAim & Objective of Adaptive Physical Education
oRole of various professionals for children with special needs (Counsellor,
Occupational Therapist, Physiotherapist, Physical Education Teacher, Speech
Therapist & Special Educator)
Concept of Disability and Disorder
oDisorder-
oThe term Disorder refers to the disturbance caused to the normal functions of a body.
oDisorder is more of a ‘characteristic’ classified in medical terms according to clinically
significant disturbance in an individual’s physical, cognitive and emotional regulation or
behaviour.
oPhysical disorders like stomach disorders which cause disturbance in normal functioning,
is a common example to understand the concept of disorder.
oOther than physical, disorders can be mental or cognitive in nature, for example anxiety
disorder.
oSubstance abuse disorder, addiction disorder, attention disorder, eating disorder are few
more common examples of disorders.
Concept of Disability and Disorder
(Cont.)
oThe following features for disorder:
oAssociated: Disorder can be associated with Physical or Mental functioning
disturbance
oKinds: Different kinds of disorder include mental disorders, attention disorder,
eating disorder, anxiety disorder, substance abuse, addiction disorder and so
forth.
oReversal: Individuals experiencing disorder can be treated to being as they were
before.
Concept of Disability and Disorder
(Cont.)
oDisability:
oThe term Disability is a very vast one and encompasses all kinds of physical
impairments, activity limitations, and participation restrictions.
oDisability is a condition that produces a long-term impairment that affects activities of
daily living, such as eating, walking, and maintaining personal hygiene.
oAround 15% of the global population – over a billion people – lives with some form of
disability, of whom 2–4% experience significant difficulties in functioning as a result.
oThis number is expected to double to 2 billion by 2050. Many of these people require
assistive technologies such as low-vision devices, wheelchairs or hearing aids.
Concept of Disability and Disorder
(Cont.)
oDisability may be-
ocongenital, or present from birth,
ooccurring during a person’s life time,
oinvisible disability (not noticeable easily) and
otemporary disability (recovery is possible).
oThese conditions, or impairments, may be cognitive, developmental,
intellectual, mental, physical, sensory, or a combination of multiple factors.
Concept of Disability and Disorder
(Cont.)
oThe Convention on the Rights of Persons with Disabilities and its Optional Protocol was
adopted on 13 December 2006 at the United Nations Headquarters in New York.
oThe Convention follows decades of work by the United Nations to change attitudes and
approaches towards persons with disabilities.
oThe Convention is intended as a human rights instrument with an explicit, social
development dimension.
oIt adopts a broad categorization of persons with disabilities and reaffirms that all persons
with all types of disabilities must enjoy all human rights and fundamental freedoms.
oTo give effect to the United Nations Convention on the Rights of Persons with
Disabilities an act named the Rights of Persons with Disabilities Act 2016 (RPWD Act
2016) was passed by Indian Parliament on 27th December 2016.
Definition of Disability
oThe International Classification of Functioning, Disability, and Health (ICF) lists nine
broad domains of functioning which can be affected:
oLearning and applying knowledge
oGeneral tasks and demands
oCommunication
oBasic physical mobility, Domestic life, and Self-care (for example, activities of daily
living)
oInterpersonal interactions and relationships
oCommunity, social and civic life, including employment
oOther major life areas
Types of Disability
oPrior to 1995, we were familiar with only four types of disabilities; Orthopaedic
Handicap, Visual Handicap, Hearing Handicap and Mental Handicap.
oIn 1995, Persons with Disability Act came into force and term handicap was
replaced with terms disability and impairment.
oThis act recognized three more disabilities; Low Vision, Leprosy Cured and
Mental Illness.
oIn the year 2016, a new Act was enforced -Right of Persons with Disability Act
(RPwD Act). This act recognizes 21 disabilities.
Nature of Disabilities
o1. Physical Disabilities
o2. Intellectual Disabilities
o3. Learning Disabilities
Physical Disability
oA physical disability is the long-term loss or impairment of part of an
individual’s body function, resulting in a limitation of physical functioning,
mobility and stamina.
oDue to the functional loss, the individual experiences inability to perform
normal movements of the body, such as walking and mobility, sitting and
standing, use of hands and arms, muscle control, etc.
oAs there are different types of Physical Disabilities, Paralympics Committee
divides athletes in groups by the degree of activity limitation related to the
impairment and/or specific to the tasks in the sport.
Physical Disability (Cont.)
Physical Disability (Cont.)
oMobility and Physical Impairment or Locomotor Disabilities – A person’s inability to
execute distinctive activities associated with movement of self and objects resulting from
affliction of musculoskeletal or nervous system or both including.
oAmputation - It is the removal of a limb by trauma, medical illness, or surgery. As a
surgical measure, it is used to control pain or a disease process in the affected limb, such as
malignancy or gangrene. The person whose limb has been amputated is called an amputee.
oCerebral Palsy - The word cerebral means having to do with the brain. The word palsy
means weakness or problems with body movement. Cerebral Palsy (CP) is caused by
damage to the parts of the brain that control movement, balance, and posture. Therefore, it
refers to a group of non-progressive neurological conditions affecting body movements and
muscle coordination, caused by damage to one or more specific areas of the brain, usually
occurring before, during or shortly after birth.
Physical Disability (Cont.)
oDwarfism means a medical or genetic condition resulting in an adult height of 4 feet
10 inches (147 centimetres) or less.
oMuscular Dystrophy means a group of hereditary genetic muscle diseases that
weaken the muscles that move the human body. Persons with multiple dystrophy have
incorrect and missing information in their genes, which prevents them from making
the proteins they need for healthy muscles. It is characterised by progressive skeletal
muscle weakness, defects in muscle proteins, and the death of muscle cells and tissue.
oVisual impairment- Visual impairment is often defined as a best corrected visual
acuity of worse than either 20/40 or 20/60. The term blindness is used for complete or
nearly complete vision loss. Visual impairment may cause difficulties with normal
daily activities such as driving, reading, socializing, and walking.
Physical Disability (Cont.)
oA significant limitation of visual capability resulting from either disease, trauma
or congenital or degenerative condition that cannot be corrected by conventional
means such as refractive correction, medication, or surgery.
oBlindness means a condition where a person has any of the following
conditions, after best correction
oi. total absence of sight; or
oii. visual acuity less than 3/60 or less than 10/200 (Snellen) in the better eye with
best possible correction; or
oiii. limitation of the field of vision subtending an angle of less than 10 degree.
Physical Disability (Cont.)
oLow-vision means a condition where a person has any of the following conditions,
namely:
oi. Visual acuity not exceeding 6/18 or less than 20/60 upto 3/60 or upto 10/200
(Snellen) in the better eye with best possible corrections; or
oii. limitation of the field of vision subtending an angle of less than 40 degree up to
10 degree.
oHearing Impairment - Hearing impairment is the inability of an individual to
hear sounds adequately. This may be due to improper development, damage or
disease to any part of the hearing mechanism. Hearing is a prerequisite for the
development of normal speech and language. A child learns to speak by hearing the
speech of others in the family and in his/her surroundings.
Physical Disability (Cont.)
o(a) Deaf- means persons having 70 DB hearing loss in speech frequencies in both ears;
o(b) Hard of hearing - means person having 60 DB to 70 DB hearing loss in speech
frequencies in both ears;
oSpeech and language disability means a permanent disability arising out of
conditions such as laryngectomy or aphasia affecting one or more components of
speech and language due to organic or neurological causes.
oLeprosy cured person means a person who has been cured of leprosy but is suffering
from:
oi. loss of sensation in hands or feet as well as loss of sensation and paresis in the eye
and eye- lid but with no manifest deformity;
Physical Disability (Cont.)
oii. manifest deformity and paresis but having sufficient mobility in their hands
and feet to enable them to engage in normal economic activity;
oiii. extreme physical deformity as well as advanced age which prevents him/ her
from undertaking any gainful occupation, and the expression “leprosy cured”
shall be construed accordingly
Intellectual Disability
oIntellectual disability is a condition of significantly subaverage general
intellectual functioning that impacts adaptive behaviours. Different domains of
adaptive behaviour may be affected in this condition. These domains determine
how well an individual copes with everyday tasks.
oi. Conceptual– Language, Reading, Writing, Math, Reasoning, Knowledge,
Memory
oii. Social- Empathy, Social judgement, Interpersonal communication skill, Make
and retain friendships
oiii. Practical- Self-management, Personal care, Job responsibilities, Money
management, Recreation, Organizing school and work tasks
Intellectual Disability (Cont.)
oDown Syndrome – Down Syndrome is a condition which is considered as subtype of
intellectual disability.
oAlso known as trisomy 21, it is a genetic disorder caused by the presence of all or part of
a third copy of chromosome 21.
oIt is usually associated with physical growth delays, mild to moderate intellectual
disability, and characteristic facial features.
oThe average IQ of a young adult with Down syndrome is 50, equivalent to the mental
ability of an 8- or 9-year old child, but this can vary widely.
oAt birth, babies with Down Syndrome usually have certain characteristic signs, including:
oflat facial features, small head and ears, short neck, bulging tongue, eyes that slant
upward, a typically shaped ears, poor muscle tone
Intellectual Disability (Cont.)
oPeople with Down syndrome usually have some degree of developmental
disability, but it’s often mild to moderate. Mental and social development delays
may mean that the child could have:
oimpulsive behaviour
opoor judgment
oshort attention span
oslow learning capabilities
Intellectual Disability (Cont.)
oAutism Spectrum disorder - Autism spectrum disorder (ASD) is an umbrella
term for a group of developmental disorders that are neurological in origin and
cause social, communication and behavioural challenges.
oASD is mainly characterized by impaired social interaction and communication
and the presence of repetitive behaviours or restricted interests.
oChildren with ASD may also have their sensory sensitivity affected i.e, they may
be under or over sensitive to certain senses (For example, loud noises, certain
fabrics etc).
oSymptoms are typically recognized between one and two years of age. Long term
problems may include difficulties in performing daily tasks, creating and keeping
relationships, and maintaining a job.
Intellectual Disability (Cont.)
oSymptoms of ASD include
oDevelopmental Delay in Initial Years-
oi. failure to show interest, not responding to name
oii. delayed imaginative play
oiii. regression in variety of domains such as communication, social cognitive and self -
help skills.
oProblems with Social Interaction-
oi. largely prefer not to play or interact with others
oii. display lack of awareness or understanding of other people’s thoughts or feelings
Intellectual Disability (Cont.)
oiii. display attention seeking behaviour
oiv. maintain poor eye contact: a child with autism may fail to make eye contact
when called by name.
ov. inability to read facial expressions: they often don’t know how to recognize
emotions from others’ facial expressions, or they may not respond with the
appropriate facial expressions
ovi. display unusual speech pattern; at least half of children with autism speak in
a flat, monotone or they may not recognize the need to control the volume of
their voice in different social settings. For example, they may speak loudly in
libraries or movie theatres.
Intellectual Disability (Cont.)
oDifficulty in Communication-
oi. repetitive or rigid language, and restricted interests in conversation. (For example,
a child might repeat words or insist on always talking about the same subject.)
oii. impairments in pragmatic communication skills, such as difficulty initiating a
conversation or failure to consider the interests of the listener to sustain a
conversation.
oiii. language impairment. (Children may develop language skills at an uneven pace
acquiring some aspects of communication, while never fully developing others, or
may remain completely nonverbal throughout their lives.)
oiv. Behaviour Problems
Intellectual Disability (Cont.)
oMental illness means a substantial disorder of thinking, mood, perception,
orientation or memory that grossly impairs judgment, behaviour, capacity to
recognise reality or ability to meet the ordinary demands of life, but does not
include retardation which is a condition of arrested or incomplete development
of mind of a person, specially characterised by sub-normality of intelligence.
Learning Disabilities
oLearning Disabilities or person with cognitive disabilities has trouble remembering,
learning new things, concentrating, or making decisions that affect her/his everyday
life.
oCognitive disability ranges from mild to severe.
oA person with a mild cognitive disability people may be able to do her/his everyday
activities.
oSevere levels of disability can lead to her/his losing the ability to understand the
meaning or importance of something and the ability to talk or write, resulting in the
inability to live independently.
oSome of the main categories of functional cognitive disabilities include the following
deficits or difficulties.
Learning Disabilities (Cont.)
Learning Disabilities (Cont.)
oMemory- Memory refers to the ability of a user to recall what they have learned over
time. A common model for explaining memory involves the concepts of working (i.e.,
immediate) memory, short-term memory, and long-term memory. Some individuals
with cognitive disabilities have difficulties with one, two, or all three of these memory
types.
oProblem Solving- Some individuals with cognitive disabilities have a difficult time
solving problems as they arise. In many instances, their resilience can be low, and the
resulting frustration is such that they choose to give up and not persist in solving the
problem.
oAttention- There are many individuals who have difficulty with focusing their
attention to the task at hand. Distractions such as any specific sound, colour, design
frequently shift the attention.
Learning Disabilities (Cont.)
oReading, Linguistic, Verbal and Writing Comprehension– Difficulties
related to reading, speaking, understanding and writing are another challenge.
Reading disorder, also known as Dyslexia, is characterized by trouble with
reading despite normal intelligence. These difficulties may be mild or severe.
Problems may include difficulties in spelling words, reading quickly, writing
words, “sounding out” words in the head, pronouncing words when reading
aloud and understanding what one reads. In fact, many of the brightest minds of
recent generations such as Albert Einstein, Thomas Edison and Henry Ford have
suffered from some sort of language or text comprehension difficulty.
Causes of Disabilities and Disorder
oPre-natal causes involve events, accidents, illness, infection to mother during
pregnancy that affect the baby. Conditions like high blood pressure or diabetes of
the mother during pregnancy can cause disability in the child.
oPerinatal causes are the conditions occurring during the delivery of the child that
affect the new-born. Delayed labour pain, low birth weight or neonatal infections
may cause a disability.
oPost-natal causes include post birth conditions like, illness, infection, poor
environment, accidents, psychological factors etc.
Causes of Disabilities and Disorder
(Cont.)
oThe causes may be further sub-divided as
o1. Biological Causes – Some disabilities are due to the disorder of genes,
infectious disease disturbance in glands functioning, illness. Down syndrome,
Muscular dystrophy, polio, Developmental disorders are example of various
biological issues.
o2. Psychological Causes – Mental health problems such as depression, bipolar
disorder may lead to a spectrum of mental disorders or conditions that influence
our emotions, cognitions, and/or behaviours. As a matter of fact, the causes of
mental health problems are very difficult to diagnose. They tend to be some of
the most misunderstood disabilities.
Causes of Disabilities and Disorder
(Cont.)
o3. Delay in Early Screening and Poor management of Disability - How a
child plays, learns, speaks, moves, and behaves all offer important clues about a
child’s development. A delay in any of these developmental milestones could be
a sign of developmental challenges. Early intervention services, like those
services that help a child learn to speak, walk, or interact with others, can really
make a difference and enhance a child’s learning and development. Early
screening and identification are critically important steps towards giving young
children with disabilities a strong start in life.
Causes of Disabilities and Disorder
(Cont.)
o4-Lifestyle – The mother’s lifestyle during pregnancy has a vital effect on the
child’s growth and development. If a mother smokes during pregnancy, it has an
adverse effect on fetal growth and development. Intake of alcohol and indulgence
in substance abuse during pregnancy are the most common causes of
developmental disabilities, including cognitive disability, learning disabilities,
ADHD and behavioural challenges. Once the child is diagnosed with a learning
disorder, she/he must be kept meaningfully occupied. The child’s eating,
sleeping, and exercise habits are very important. In addition to healthy physical
habits, children may be frustrated by the challenges presented by their learning
disability and, so, should be encouraged to have healthy emotional habits too.
Causes of Disabilities and Disorder
(Cont.)
o5. Accidents and War – One can be the victim of an accident at the workplace,
road accident, chemical accident, nuclear accident, or get exposed to radiation etc.
This may lead to disability. Dangerous working environment and poor safety
precautions are the conditions where one may get disabilities in the long run.
Exposure to biological warfare, nuclear radiation, and suffering physical or
psychological trauma of a bomb explosion are other reasons of wartime
disabilities.
o6. Poor Approach to Healthcare – Many disabilities can be prevented easily if
there is proper access to healthcare facilities during difficult labour and birth.
Proper immunization also helps in preventing many disabilities. In remote areas
people do not get proper health facilities and it sometimes results in disabilities and
disorders in the child.
Causes of Disabilities and Disorder
(Cont.)
o7. Lack of Education and Awareness – Lack of awareness about certain
precautions during or post pregnancy may lead to disability. Awareness about
nutrition and exercise helps to prevent disabilities or disorders. Due to lack of
awareness people start believing in many kind of superstitions and get misguided.
o 8. Exposure to Chemicals – Pesticides and insecticides and other harmful
chemicals if mixed in edible items and may give rise to disabilities in people and
birth defects in babies. These substances may cause disorder in the functioning of
the human body system and may lead to disabilities.
o9. Illness – Illnesses like cancer, diabetes, heart disease cause a number of long
term disabilities such as arthritis, musculoskeletal disorder etc are a significant
cause of disability
Disability Etiquette
oDisability Etiquette is a set of guidelines dealing specifically with how to
approach a person with a disability. Disability etiquette refers to communicating
and interacting respectfully and courteously with people who have disabilities.
oPositive and Energetic Attitude – One should approach a person with special
needs with positive energy and attitude. Approach should be warm and friendly.
One should not show sympathy for, or, even in certain cases, fear of the person.
Disability Etiquette (Cont.)
oCommunication - Communication should be two way – speaking to the person directly, and
not to the person accompanying her/him. Establish a rapport with her/him. If necessary, use a
communication aid such as a communication book or communication device, if required. Keep
your tone low. Communicate with the individual slowly and clearly. Give them time to
respond. While writing, or talking to or about a person with a disability, use “people first”
language. Refer to her/him as a person with disability and not as “the disabled” or “the
handicapped.” Avoid referring to people by their disability. For example, do not say, “She is an
epileptic.” Instead, say, “She has epilepsy.” Do not say “wheelchair-bound” or “confined to a
wheelchair.” Most wheelchair users perceive their wheelchair as liberating, not confining. Do
say, “She uses a wheelchair.” Do not use negative, demeaning, and outdated terms such as
“cripple,” “deaf and dumb,” or “retarded.” Be aware that many people with disabilities do not
wish to be referred to euphemistically. So, avoid using terms such as “physically challenged,”
or “differently abled.” Also, avoid referring to an individual with a disability as someone who
is “suffering from Cerebral Palsy or Parkinson’s.”
Disability Etiquette (Cont.)
oSocial Etiquette – Make surroundings disabled-friendly and comfortable for people
with special needs. Do not make assumptions about what they can or cannot do. The
impact of a specific disability can vary widely from person to person, so help only if
it appears to be needed. Just because someone has a disability, don’t assume she
needs help. If the setting is accessible, people with disabilities can usually get around
fine. Adults with disabilities want to be treated as independent people. Offer
assistance only if the person appears to need it. A person with a disability will
oftentimes communicates when she needs help. And if she does want help, ask how,
before you act. Acknowledge and respect the individual’s ability to make decisions
and judgments on their own behalf. Never physically or verbally bully them. Never
play with their equipment. Ask them before offering any help. Only ask questions
about their disability if you know the person. Develop a culture of inclusion in
surroundings.
Disability Etiquette (Cont.)
oPhysical Etiquette - The height difference between a person in a wheelchair and
an able- bodied person can create an unspoken feeling of superiority and
inferiority. To be safe, sit or stand at eye-level with the person who has a disability
when it is appropriate and possible. Finding a table to sit at is a great option
because it can eliminate any visible differences, such as a wheelchair.
oSitting in a chair (with or without a table) is also better than kneeling, which may
cause the person in a wheelchair to feel like a child. Make eye contact; never avoid
someone with a disability. Some people with disabilities depend on their arms for
balance. Grabbing them, even if your intention is to assist, could knock them off
balance. Avoid patting a person on the head or touching his wheelchair, or cane
People with disabilities consider their equipment part of their personal space.
Meaning of Adapted Physical Education
oAdapted Physical Education is the art and science of developing, implementing,
and monitoring a carefully designed Physical Education instructional programme
for a learner with a disability, based on a comprehensive assessment, to give the
learner the skills necessary for a lifetime of rich leisure, recreation, and sport
experiences to enhance physical fitness and wellness.
oAdapted Physical Education (APE) generally refers to school-based
Programmes for students aged 3–21 years.
oIt is a structured way to make Physical Education and sports accessible to all
with modified instruction, resources, space and environment for CWSN as per
their ability.
Meaning of Adapted Physical Education
(Cont.)
oAccording to Adapted Physical Education National Standards (APENS) Adapted
Physical Education is Physical Education which has been adapted or modified, so that it is
as appropriate for the person with a disability as it is for a person without a disability.
oIn other words, Adaptive Physical Education (APE) is Physical Education which has
been adapted or modified to make it as appropriate for a person who is differently-abled
as it is for a person without disability. It is basically a Physical Education Programme
specially designed for differently-abled students so that physical education activities are
safe, achievable, enjoyable and, therefore, a successful experience. APE is safe and
beneficial even for infants and toddlers who need early intervention services because of
developmental delays in physical, cognitive, communication, social and emotional
aspects. Moreover, APE is not only for differently-abled infants and students but also for
the people of all ages.
Aim of Adapted Physical Education
oThe chief aim of Adapted Physical Education (APE) is to provide every
individual an opportunity to participate in Physical Education and sports and to
make Physical Education accessible to all as per their need.
oObjectives of Adapted Physical Education-
o1. To build a Programme to meet the needs of CWSN
o2. To build in CWSN the capacity to be functionally active for lifetime
o3. To provide a safe and accessible PE and sports Programme as per the needs of
the individual
Aim of Adapted Physical Education
(Cont.)
o4. To ensure active participation or transition towards the integrated or regular
PE Programme (Inclusion)
o5. Helping to develop self-esteem in CWSN
o6. To promote regularity and discipline
o7. To promote sportsmanship
Role of Various Professionals for CWSN
o1. School Counsellor –The school counsellor is the specialist who works with
students with special needs in schools and provides a comprehensive Programme
that helps CWSN with their academic goals, their social, personal and career
development. School Counsellors involve parents, teachers, other school
personnel, and members of the community in assisting students’ development
into effective members of the community. They work with the various members
of the school community to create a positive school climate in which children
can learn. It is their duty to assure a coordinated team effort to address the needs
of all students and ensure student access to school and community resources.
Role of Various Professionals for CWSN
(Cont.)
oMore specifically, School Counsellors use individual and small-group
counselling to help students develop aptitudes such as:
oskills in communicating, cooperating, and resolving conflict
othe ability to engage in behaviours that foster good physical and mental health
and to avoid behaviours that detract from good physical and mental health
oskills in planning and making decisions, resulting in higher self-efficacy and a
sense of personal responsibility
oan awareness of resources about educational and vocational opportunities and
ways to access those resources
Role of Various Professionals for CWSN
(Cont.)
opositive attitudes towards one’s self, as both a student and a potential worker
oan awareness of and appreciation for both genders and the contributions of
cultural diversity in society
oa comprehensive plan for school and work experiences through high school and
beyond
Role of Various Professionals for CWSN
(Cont.)
oPhysiotherapist – A physiotherapist is probably the best known of the therapists who works
with CWSN. They use exercises to help their patients gain and keep the best possible use of
their bodies. They also try to improve breathing, to prevent the development of deformities
and to slow down the deterioration caused by some progressive diseases. The aim of a
physiotherapist is to help the children with special needs to their full potential through
providing physical intervention, advice and support. A physiotherapist evaluates bodily
movement of CWSN with particular attention to physical mobility, balance, posture, fatigue
and pain.
oThe role of a physiotherapist includes
oassessment of the mechanics of the body
oimprovement the mobility in terms of joint movement, gross motor
omovement and fine motor movement
Role of Various Professionals for CWSN
(Cont.)
omanagement of children and young persons with movement disorders
oand disability.
omaintenance and conditioning of bones, joints and muscles to prevent
degeneration
orehabilitation through different therapies including massage manipulation,
exercise and movement, electrotherapy, cryotherapy and hydro therapy
Role of Various Professionals for CWSN
(Cont.)
oOccupational Therapist – An occupational therapist trains CWSN in performing
assisted daily-life skills and self-care skills and activities related to fine motor skills
and hand-eye coordination. An occupational therapist also helps children in
participating and interacting with others in play.
oThe role of an Occupational Therapist includes
otraining for activities of daily living skills like toilet training, eating, dressing, bathing
and grooming
otraining for fine motor skills like buttoning shirts, tying shoelaces, handwriting,
movement of fingers.
ohelping children in writing and other classroom activities like grasping and releasing
toys and other objects
Role of Various Professionals for CWSN
(Cont.)
osensory intervention and sensory integration to help the child in coping with
challenges caused by her/his sensory disorder e.g., using different techniques to
minimise self-harm actions, sensory diet to fulfil her/his visual and vestibular
needs
oimprove skills such as hitting a ball or copying from black board.
Role of Various Professionals for CWSN
(Cont.)
oPhysical Education Teacher – The Physical Education teachers need to
determine the abilities of students with special needs. They also need to
determine measures to support their participation in sports, games and fitness
activities through general, modified and specially designed PE Programme.
oThey role of a physical education teacher is
oimproving general movement, movement skills and movement patterns
oimproving hand-eye coordination, flexibility, muscular strength, endurance
odeveloping different sports-specific skills such as in basketball, soccer,
swimming etc.
Role of Various Professionals for CWSN
(Cont.)
oimproving social skills such as listening, understanding, implementing, playing in small to
large groups, taking responsibilities, leadership etc.
oproviding psychological support by channelizing energy to reduce anxiety, hyperactivity,
tension and depression, developing self-esteem, reducing feelings of isolation
oSpeech Therapist – A speech therapist in school provides treatment, support and care for
students with special needs who have difficulties in communication. Speech therapists
help students with special needs to gain ability to communicate through speech and
language. They help and provide training for students who face difficulty in producing
sounds or syllables or saying words incorrectly. They also help such students who have
fluency disorders like stoppages, repetitions and prolonging sounds in words. They modify
the ways of making two- way communication with different tools and strategies.
Role of Various Professionals for CWSN
(Cont.)
oSpecial Educator – A special educator plays a critical role in weaving all together all
the stakeholders in school and at home. The Special Educator is responsible for
assessing the level of the child, observing her/his performance or behaviour to bring
improvement in different subject areas of special needs education.
oThe role of a special educator includes
oassessment of the child’s abilities
ocurriculum development as per abilities and suitability
osetting individual education plan (IEP)
osetting weekly, monthly, annual goals
oparent conferences or meetings
Role of Various Professionals for CWSN
(Cont.)
opre- and post-performance observation
oreporting
ointegration
oInclusion
otransition
Home Assignment
oWorksheet
oNCERT Solution
What's Next
o Next Up : Physical Fitness, Health, And Wellness