Guiding Principles of Adapted Physical Education

The institution and educators have a responsibility to support the complete development of the potential of every individual with disabilities in their care, which represents a fundamental principle of our democratic beliefs.

1. There is need for common understanding regarding the nature of adapted physical education.

Adapted physical education is a diversified program of developmental activities, games, sports, and rhythms, suited to the interests, capacities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the general physical education program 

2.      There is need for adapted physical education in schools and colleges.

v Let us see the statistical estimates by the WHO, nearly 3.2 million people die every year around the world due to lack of physical activity. Further to that, physical inactivity contributes: 27 percent of deaths due to diabetes; 30 percent due to heart disease.

v Coming to our nation disability population according to census, 2011, overall, 2.21% of Indian population has one or the other kind of disability. This means 2.68 crore (26.8 million) people in India are disabled. In addition to that, 58% of total disability population in India were, people with locomotor disabilities, people with hearing and visual impairment.

v Expected increases in the number of people with disabilities also pose challenges for sustainable development, because disability in developing countries like India is closely related to the lack of education, extreme poverty, and social exclusion.

v Next thing we have to serious take into account that 58% of the total disability population fall below 39 years, where no nation can afford to leave 1.5 crore disabled population without productive to the nation.

v The WHO estimates suggest that the total global number of people with disabilities has already surpassed one billion.

v In 2011, only 61% of the disabled children aged 5-19 years were attending educational institution.

The major disabling conditions, each affecting thousands of children, are cerebral palsy, poliomyelitis, epilepsy, tuberculosis, traumatic injuries, neurological problems, and heart disease. Further evidence indicates that on the college level there is a significant percentage of students requiring special consideration for either temporary or permanent disabilities.

3. Adapted physical education has much to offer the individual who faces the combined problem of seeking an education and living most effectively with a handicap.

Through adapted physical education the individual can:

a)     be observed and referred when the need for medical or other services are suspected; 

b)     be guided in avoidance of situations which would aggravate the condition or subject him to unnecessary risks or injury;

c)      improve neuromuscular skills, general strength and endurance following convalescence from acute   illness   or   injury;  

d)    be provided with opportunities for improved psychological adjustment and social development.

4.  The direct and related services essential for the proper conduct of adapted physical education should be available to our schools.

 These services should include:

a)     adequate and periodic health examination;

b)     classification for physical education based on the health examination and other pertinent tests and observations;

c)      guidance of individuals needing special consideration with respect to physical activity, general health practices, recreational pursuits, vocational planning, psychological adjustment, and social development;

d)    arrangement of appropriate adapted physical education programs;

e)     evaluation and recording of progress through observations, appropriate measurements and consultations;

f)      integrated relationships with other school personnel, medical and its auxiliary services, and   the   family to assure continuous guidance and supervisory services; 

g)     cumulative records for each individual, which should be transferred from school to school.

5.    It is essential that adequate medical guidance be available for teachers of adapted physical education.

   The possibility of serious pathology requires that programs of adapted physical education should not be attempted without the diagnosis, written recommendation, and supervision of a physician. The planned program of activities must be predicated upon medical findings and accomplished by competent teachers working with medical supervision and guidance. There should be an effective referral service between physicians, physical educators, and parents aimed   at proper safeguards and maximum student benefits.  School administrators alert to the special needs of handicapped children, should make every effort to provide adequate staff and facilities necessary for a program of adapted physical education.

6.      Teachers of adapted education have a great responsibility as well as an unusual opportunity.

Physical educators engaged in teaching adapted physical education should:

• have adequate professional education to implement the recommendations provided by medical personnel;
• be motivated  by the  highest  ideals  with  respect   to the importance of total student development and satisfactory human relationships;
• develop the  ability to establish rapport with students who may exhibit  social  maladjustment  as a result of a  disability;
• be aware  of a student's attitude toward his disability;
• be objective in relation­ ships with  students; 
• be  prepared to give the time and  effort  necessary to help a student overcome a difficulty;
•  consider as strictly confidential in­ formation related to personal  problems of the student;
• stress similarities rather than deviations, and abilities instead of disabilities.

 

 7.      Adapted physical education is necessary at all school levels.

• The student with a disability faces the dual problem of overcoming a handicap and acquiring an education which will enable him to take his place in society as a respected citizen. Failure to assist a student with his problems may retard the growth and development process.
• Offering adapted physical education in the elementary grades, and continuing through the secondary school and college will assist the individual to improve function and make adequate psychological and social adjustments. It will be a factor in his attaining maximum growth and development within the limits of the disability. It will minimize attitudes of defeat and fears of insecurity.  It will help him face the future with confidence