CATHERINE S.

OLIQUINO GREP 207: Physical & Recreational

MAEd – Physical Education Education for the Physically Challenged

Reflection Paper on Lecture Series 2:

Chronic Conditions: Considerations in APE

Students with a chronic illness may miss a lot of school. This might be because

they need to go to hospital, recover at home or attend regular medical appointments.

This can lead to difficulty completing work on time or taking part in exams, decreased

performances, difficulty keeping up relationships with school friends, difficulty getting

around the school environment, difficulty participating in some school activities

especially in physical education and feeling less confident and less motivated, also

possibly affecting self-esteem and body image. The family and the school need to work

together to establish and maintain good communication and cooperation. Everyone

needs to understand what is needed and expected to support your child. The family and

the school also need to be clear about what can, and cannot, be done so that

everyone’s expectations are achievable and realistic.

As what Dr. Cruz said, physical education adaptation or modification should be

plan and done carefully so that it is as appropriate for persons with a disability as it is for

persons without disability. Different chronic conditions, ‘its nature and complications

were also discussed. As PE teacher, being aware of these conditions will help us modify

lessons that will be suitable to the needs of these students without compromising the

teaching learning process.

 Through this seminar, I have learned that in consultation with the child’s doctor,

family and school principal, a school-based care or management plan should be

developed. This plan should be accessible to relevant staff and reviewed every year, or

whenever there is any significant change to your child’s condition or treatment. I should

also make sure that relevant information is communicated to teachers and other staff

who have occasional care of the concerned student. The plan should also indicate

which school staff will be responsible for carrying out certain tasks and what to do in

case of emergency.

Most importantly, regular communication between the school and the family is

the best way to monitor how the student is coping at school and at home (academically,

socially, physically and emotionally). For example, for younger students, it would be

better if writing daily messages in a home-school communications book may help.

Teachers and parents can then describe changes in energy levels, whether the student

is keeping up with schoolwork, taking part in everyday activities or how they are feeling

generally. When a student misses a lot of school because of their health condition, both

the parents and the school should try to reduce how much this affects their schoolwork

and social life.