This document provides information on physical fitness for individuals with special needs and disabilities. It discusses various types of disabilities including physical, cognitive, sensory, and intellectual disabilities. It describes how disabilities can be present from birth, during birth, or acquired after birth. The document then examines different types of impairments and disabilities in more depth including mobility impairments, sensory impairments, speech/language disorders, visual and hearing impairments, intellectual disabilities, brain injuries, learning disabilities, and mental health disorders. It emphasizes the importance of providing adapted and differentiated physical education programs that meet the individual needs of students with disabilities.

1. PHYSICAL FITNESS
FOR SPECIAL GROUPS
BY:APRIL ELAINE B. METRAN

3. A disability may be physical, cognitive, mental, sensory, emotional, developmental or some combination of these.
Disabilities is an umbrella term, covering
impairments, activity limitations, and
participation restrictions. An impairment is a
problem in body function or structure;
an activity limitation is a difficulty encountered
by an individual in executing a task or action;
while a participation restriction is a problem
experienced by an individual in involvement in
life situations. Thus disability is a complex
phenomenon, reflecting an interaction
between features of a person’s body and
features of the society in which he or she lives.

5. Any impairment which limits the physical
function of limbs or fine or gross motor ability
is a physical disability. Other physical
disabilities include impairments which limit
other facets of daily living, such as
severe sleep apnea.

7. Those disabilities that are acquired
before birth. These may be due to diseases that have
harmed the mother during pregnancy, or genetic
incompatibilities between the parents.
Those disabilities that are acquired
during birth. This could be due to prolonged lack of
oxygen or the obstruction of the respiratory tract,
damage to the brain during birth (due to the accidental
misuse of forceps, for example) or the baby being
born prematurely.
Those disabilities gained after birth.
They can be due to accidents, infection or
other illnesses.

9. Mobility impairment is a category of disability that
includes people with varying types of physical
disabilities. This type of disability includes upper limb
disability, manual dexterity and disability in co-
ordination with different organs of the body. Disability
in mobility can either be a congenital or acquired with
age problem. This problem could also be the
consequence of some disease. People who have a
broken skeletal structure also fall into this category of
disability.
.

10. .

11. Impairment of the sense of smell and taste are
commonly associated with aging but can also occur in younger
people due to a wide variety of causes.
There are various olfactory disorders:
Anosmia – inability to smell
Dysosmia – things smell different than they should
Hyperosmia – an abnormally acute sense of smell.
Hyposmia – decreased ability to smell
Olfactory Reference Syndrome – psychological disorder which
causes the patient to imagine he has strong body odor
Parosmia – things smell worse than they should
Phantosmia – "hallucinated smell," often unpleasant in nature
Further information:Taste#Disorders of taste
Complete loss of the sense of taste is known as ageusia,
while dysgeusia is persistent abnormal sense of taste,

12. is an inability to speak caused
by a speech disorder. The term originates from
the Latin word mutus, meaning "silent"
Those who are physically mute may have problems with the
parts of the human body required for speech (the throat, vocal
cords, lungs, mouth, or tongue, etc.). Being mute is often associated
withdeafness as people who have been unable to hear from birth
may not be able to articulate words correctly (see Deaf-mute). A
person can be born mute, or become mute later in life as a result of
injury or disease.
Trauma or injury to the Broca's Area of the brain can cause
muteness.

14. Visual impairment (or vision impairment) is vision
loss (of a person) to such a degree as to qualify as an additional
support need through a significant limitation
of visual capability resulting from either disease, trauma, or
congenital or degenerative conditions that cannot be
corrected by conventional means, such as refractive
correction, medication, or surgery. This functional loss of vision
is typically defined to manifest with
best corrected visual acuity of less than 20/60, or significant
central field defect,
significant peripheral field defect including homonymous or
heteronymous bilateral visual, field defect or generalized
contraction or constriction of field, or
reduced peak contrast sensitivity with either of the above
conditions.

16. Hearing impairment or hard of hearing or
deafness refers to conditions in which individuals
are fully or partially unable to detect or perceive
at least some frequencies of sound which can
typically be heard by most people. Mild hearing
loss may sometimes not be considered a
disability.

18. Intellectual disability is a broad concept
that ranges from mental retardation to
cognitive deficits too mild or too specific (as
in specific learning disability) to qualify as
mental retardation. Intellectual disabilities may
appear at any age. Mental retardation is a
subtype of intellectual disability, and the
term intellectual disability is now preferred by
many advocates in most English-speaking
countries as a euphemism for mental
retardation.

19. Mental retardation is a generalized disorder characterized by significantly
impaired cognitive functioning and deficits in two or more adaptive
behaviors that appears before adulthood. It has historically been defined as
an Intelligence Quotient (IQ) score under 70, but the definition now includes
both a component relating to mental functioning and one relating to
individuals' functional skills in their environment, so IQ is not the only factor.
Although the clinical term[note 1] mental retardation is a subtype of intellectual
disability the latter is now preferred by most advocates in most English-
speaking countries as a euphemism for mental retardation and is replacing it
in United States official documents following the passing of Rosa's Law on
October 6, 2010.[1] Some bodies are using developmental disability[2] which
also has an established wider meaning.
By contrast, people with cognitive impairment have, or had, normal IQ, but
show confusion, forgetfulness and difficulty concentrating; cognitive
impairment is typical of brain injuries, side effects from medications,
and dementia.

21. Specific learning disability is a classification including several
disorders in which a person has difficulty learning in a typical
manner, usually caused by an unknown factor or factors. This is
not indicative of intelligence level. Rather, people with a learning
disability have trouble performing specific types of skills or
completing tasks if left to figure things out by themselves or if
taught in conventional ways. A learning disability cannot be
cured or fixed. Individuals with learning disabilities can face
unique challenges that are often pervasive throughout the
lifespan. Social support can be a crucial component for students
with learning disabilities in the school system. With the right
support and intervention, people with learning disabilities can
succeed in school and be successful later in life.

22. An acquired brain injury (ABI) is brain damage caused by
events after birth, rather than as part of
a genetic or congenital disorder. It usually affects cognitive,
physical, emotional, social or independent functioning and can
result from either traumatic brain injury or
nontraumatic injury such as stroke, infection or substance abuse.
Most definitions of ABI exclude neurodegenerative disorders.
People with a brain injury may have difficulty controlling,
coordinating and communicating their thoughts and actions, but
they retain their intellectual abilities. However, the intellectual
abilities of a person with a brain injury are likely to be interfered
with by the resulting thought coordination and communication
difficulties, which can make it difficult for them to express
themselves in a manner intelligible to others. This may give the
impression of a damaged intelligence, even though such is not
the case.

23. A mental disorder or mental illness is a
psychological or behavioral pattern generally
associated with subjective distress or disability that
occurs in an individual, and perceived by the majority
of society as being outside of normal development or
cultural expectations. The recognition and
understanding of mental health conditions has
changed over time and across cultures, and there are
still variations in the definition, assessment,
and classification of mental disorders, although
standard guideline criteria are widely accepted.

26. This service should
include the following:

28. - Instruction in a Least Restricted Environment
(LRE) refers to adapting or modifying the physical
education curriculum and/or instruction to address the
individualized abilities of each child. Adaptations are
made to ensure that each student will experience
success in a safe environment. Placement is outlined in
the IEP and may include one or more of the following
options:
The general physical education setting
The general physical education setting with a teaching
assistant or peers
A separate class setting with peers
A separate class setting with assistants
A one-to-one setting between students and the
instructor

29. For all practical purposes, Adapted Physical Education IS
developmentally appropriate physical education at its finest. It
involves differentiating instruction so the physical activity is as
appropriate for the person with a disability as it is for a person without
a disability. The emphasis of adapted physical education is to facilitate
participation of students with disabilities with typically developing
peers in age-appropriate activities.
The APE teacher is a direct service provider, as contrasted with
physical or occupational therapists. These therapies are considered
related services and are provided to the child with disabilities only if
he/she needs them to benefit from instruction. Special physical
education (APE) is a federally mandated component of special
education services [U.S.C.A. 1402 (25)] and ensures that physical
education is provided to the student with a disability as part of the
child's special education services. Change the word "adapted" to
"differentiated" and you have the idea of Adapted Physical Education.
It is GOOD teaching which differentiates the curriculum, task,
equipment, and/or environment as appropriate for each child, so ALL
students can successfully learn and participate in physical education.

30. Differentiating Instruction for
Students with Disabilities
 Quality adapted physical education involves the
physical educator differentiating instruction to meet
the needs, interests, and abilities of each individual
student.That differentiation might involve the
teacher adapting/ modifying the content, process,
environment, and/or student assessment. Below we
have provided numerous ways that some sports and
activities can be modified and/or changed to meet
the needs of each student.The goal is to have
students participate in activities where all students
can learn and be successful. Check out this great
Best Practice called: Disability Awareness in Physical
Activity Best Practice Idea.

32. Larger/lighter bat
Use of velcro
Larger goal/target
Mark positions on playing field
Lower goal/target
Scoops for catching
Vary balls (size, weight, color,
texture)

33. Decrease distance
Use well-defined boundaries
Simplify patterns
Adapt playing area (smaller, obstacles
removed)

34. Vary the tempo
Slow the activity pace
Lengthen the time
Shorten the time
Provide frequent rest periods

35. Demonstrate/model activity
Partner assisted
Disregard time limits
Oral prompt
More space between students
Eliminate outs/strike-outs
Allow ball to remain stationary
Allow batter to sit in chair
Place student with disability near teacher

36. Change locomotor patterns
Modify grasps
Modify body positions
Reduce number of actions
Use different body parts

37. Use various size balls (size, weight, texture, color)
Allow travelling
Allow two hand dribble
Disregard three second lane violation
Use larger/lower goal
Slow the pace, especially when first learning
If student uses wheelchair, allow him to hold ball
on his lap while pushing wheelchair
Use beeper ball, radio under basket for individual
with visual impairment

38. Use walking instead of running
Have well defined boundaries
Reduce playing area
Play six-a-side soccer
If student uses a wheelchair, allow him
to hold ball on his lap while pushing the
wheelchair
Use a deflated ball, nerf ball, beeper
ball, brightly colored ball
Use a target that makes noise when hit

39. Use larger, lighter, softer, bright colored balls
Allow players to catch ball instead of
volleying
Allow student to self toss and set ball
Lower the net
Reduce the playing court
Stand closer to net on serve
Allow ball to bounce first
Hold ball and have student hit it

40. Use larger, lighter balls
Use shorter, lighter racquets
Use larger head racquets
Slow down the ball
Lower the net or do not use a net
Use brightly colored balls
Hit ball off tee
Allow a drop serve
Stand closer to net on serve
Do not use service court
Use a peer for assistance

41. Use velcro balls and mitts
Use larger or smaller bats
Use a batting tee
Reduce the base distances
Use Incrediballs
Shorten the pitching distance
If individual is in wheelchair, allow them to push ball
off ramp, off lap, or from tee
Use beeper balls
Provide a peer to assist
Players without disabilities play regular depth defense
Students without disabilities count to ten before
tagging out person with disability

42. Use a club with a larger head
Use shorter/lighter club
Use colored/larger balls
Practice without a ball
Use tee for all shots
Shorten distance to hole

43. Simplify/reduce the number of steps
Use two hands instead of one
Remain in stationary position
Use a ramp
Use a partner
Give continuous verbal cues

44. THE END !!!!