BSNED 8 NOTES skills, help to control obesity, improve self-
Introduction to Adapted Physical Education &
Recreation, Music, and Health
Concept and Historical Development of Adapted
Physical Education
History of APE
 1975 - The United States Congress created
Public Law 94-142
 1838 - Physical activity began to receive
special attention at the Perkins School for
students with visual disabilities in Boston
(Wikipedia, 2020)
 1952 - American Association for Health,
Physical Education and Recreation (AAHPER)
formed a committee to define adapted
physical education and give direction for
teachers.
 1968 - The Kennedy Foundation established
the Special Olympics
The primary aim and objective of Adaptive Physical
Education are to help or assist the differently abled
students to achieve physical, mental, emotional and
social growth in accordance to their potential.
 Promote Sportsmanship Qualities
 Motivate Students to Protect Themselves
 Improve Physical Fitness
 Ensure Participation of Students in Physical
Education Programs
 Enhance Self- esteem and Self-image
 Develop Motor Skills
 Ensure Services to Meet Special Needs
 Develop Knowledge of Good Mechanics
 Improve Social Adjustments
What is Adapted Physical Education?
 Adapted Physical Education (also called
specially designed instruction) is an
instruction in physical education that is
designed on an individual basis to meet the
needs of a child with a disability.
Adapted Physical Education
(a) Children with disabilities shall have equal
access to the provision of physical education.
Physical education includes the development
of
(1) Physical and motor fitness;
(2) Fundamental motor skills and
patterns; and
(3) Skills in individual and group games,
sports, and activities (including
intramural and lifetime sports).
If a child with a disability cannot participate in the
regular physical education program, individualized
instruction in physical education designed to meet
the unique needs of the child shall be provided.
Physical education may include:
(1) Modified physical education,
(2) Adapted/special physical education,
(3) Movement education, and
(4) Motor development.
Characteristics of Adapted Physical Education
A good adaptation
1. promotes interaction and interplay,
2. meets the needs of all students in class,
3. improves or maintains self-esteem,
4. provides physical activity, and
5. provides a safe experience for all.
Benefits of Adpated Physical Education
 Research has shown that physical education
programs can do a great deal to improve the
lifestyle of children with special needs; they
can increase competency in gross motor
esteem and social skills, encourage an active
lifestyle, and maintain motivation in various
areas of life.
Some children with difficulties may need DAPE
(developmental adapted physical education) to help
promote physical fitness, fundamental motor skills,
and more, whereas others will simply need the
support and encouragement to participate in regular
physical education activities.
PHYSICAL IMPROVEMENT
 When encouraged to participate in frequent
fitness measures, many students with special
needs see improvements in everything from
their hand-eye coordination and flexibility, to
their muscle strength, endurance, and even
cardiovascular efficiency. These are all simply
the natural benefits of exercise a
development of better motor skills and
enhanced physical health that helps
individuals to fight back against problems
such as obesity, and the health complications
that follow
MENTAL IMPROVEMENTS IN CONFIDENCE AND
WELL-BEING
 Physical activity improves general mood and
wellness in psychiatric patients suffering
from anxiety and depressive disorders.
What's more, regular fitness links to
improvements in self-esteem, social
awareness, and self-confidence all essential
for empowering the lives of young people
with special needs. For students with special
needs, developing a sense of self-esteem can
be particularly important, as they may often
feel isolated and removed from the group.
BEHAVIORAL IMPROVEMENTS IN ATTENTION,
RELATIONSHIPS AND ACADEMICS
 The hands-on nature of physical education
leads to cognitive improvements in children
with special needs, allowing them to access
skills that they couldn't challenge within a
traditional classroom setting. The structure of
sport - which comes with a set of rules and
organization, can be a learning tool that helps
children to practice self-regulation and
enhance their decision making skills. On top
of that, children with special needs can learn
to focus on specific goals, and work on their
verbal communication by interacting with
peers through sport
7 Ways to Include a Student with Special Needs in
Physical Education
1. Sensory Integration
 The first two things about physical ed classes
are the loud music and fluorescent lights in
the gym. These are major barriers to students
with some types of neurological differences.
Many students are also sensitive to bright
sunlight outdoors and the sound of squeaking
sneakers on the gym floor, making it difficult
for physical education teachers to find an
appropriate location for the class.
2. Behavior
 Positive Behavior Interventions and Support
(PBIS) are a systematic, proven method to
prevent negative behaviors and increase
healthy interactions. The method may be
summarized as "Prevent, Teach, Reinforce."
Behavioral expectations are explained from
the beginning with support such as picture
 schedules. Then the class material is taught
through positive interactions, and the lesson
is reinforced by referring back to behavioral
expectations and evaluating progress.
3. Class Size
 In some school districts, physical education
classes are becoming larger and larger due to
budget constraints. Peer-to-peer support
groups can work together in class to ensure
full inclusion. for physical education
4. Team Building
 Physical Education is the perfect opportunity
for team-building exercises. Instead of
competitive games, the class can focus on
creating games that only succeed when a
whole team works together.
5. Professional Development
 Attending an IEP is another way for physical
education teachers to become involved in the
process of inclusion. With the social worker
and other therapists in attendance, it is
possible to develop goals that fit the physical
education curriculum and are tailored to a
student's unique needs.
6. Accessibility
 In 2010, the US Department of Education
made recommendations to increase
accessibility in physical education classes.
Hard surfaces such as concrete and asphalt
may be dangerous for individuals with
dyspraxia, and softer surfaces such as sand or
wood chips make it difficult to maneuver a
wheelchair.
7. Alternatives
• take frequent "movement breaks" by going for
a walk, learning to jump rope, or spending 10
minutes on a playground
• develop a daily 15-minute workout routine
• follow through on the student's interest in a
specific sport, such as tennis or gymnastics, and
develop a fitness routine around that
• follow through on a student's interest in fitness
games
Tips for adapting art for kids with special needs:
 Present and explain art projects with one step
directions.
 Give kids with special needs more time.
 Try presenting Information in a visual format.
 Demonstrate what you would like the artist to
do.
 Offer alternative ways of doing things.
WHAT IS DISABILITY?
•Disability results from the interaction between
individuals with a health condition with personal and
environmental factors including negative attitudes,
inaccessible transportation and public buildings, and
limited social support.
TYPES OF DISABILITY
 Intellectual
 Physical
 Sensory
 Mental illness.
INTELLECTUAL DISABILITY
Fragile X syndrome
 Fragile X syndrome is the most commonly
known cause of an inherited intellectual
disability worldwide. It is a genetic condition
caused by a mutation (a change in the DNA
structure) in the X chromosome.
Down syndrome
 Down syndrome is not a disease or illness, it
is a genetic disorder that occurs when
someone is born with a full or partial, extra
copy of chromosome 21 in their DNA.
Prader-Willi Syndrome (PWS)
 Prader-Willi syndrome (PWS) is a rare
genetic disorder that affects around 1 in
10,000 - 20,000 people (Better Health
Channel). This disability is quite complex and
it's caused by an abnormality in the genes of
chromosome 15.
Fetal alcohol spectrum disorder (FASD)
 FASD refers to a number of conditions that
are caused when an unborn fetus is exposed
to alcohol
Acquired brain injury
 Acquired brain injuries are due to damage
that happens to the brain after birth. They can
be caused by a wide range of factors including
a blow to the head, stroke, alcohol or drugs,
infection, diseases such as AIDs or cancer, or
a lack of oxygen.
Spinal cord injury (SCI)
 The spinal cord can become injured if too
much pressure is applied and/or if the blood
and oxygen supply to the spinal cord is cut.
When the spinal cord has been damaged, it
leads to a loss of function such as mobility or
feeling.
Spina bifida
 Spina bifida is the incomplete formation of
the spine and spinal cord in utero. It can
cause the spinal cord and nerves to be
exposed on the surface of the back, instead of
being inside a canal of bone surrounded by
muscle.
Cerebral palsy
 Cerebral palsy is typically due to an injury to
the developing brain before or during birth,
caused by a reduced blood supply and lack of
oxygen to the brain
Cystic fibrosis (CF)
 Cystic fibrosis (CF) is an inherited genetic
condition, which affects the body's
respiratory, digestive, and reproductive
systems.
Epilepsy
 Epilepsy is a neurological condition where a
person has a tendency to have recurring
seizures due to a sudden burst of electrical
activity in the brain. Seizures can cause
unusual movements, odd feelings or
sensations, a change in a person's behavior,
or cause them to lose consciousness.
Multiple sclerosis (MS)
 MS occurs when the myelin sheath -
protective tissue around nerve fibers in the
body - becomes damaged, causing random
patches or scars. The scars can interfere with
messages sent through the central nervous
system, affecting the brain, optic nerves, and
spinal cord.
Muscular dystrophy
 A muscular dystrophy is a group of genetic
disorders that lead to progressive and
irreversible weakness and loss of muscle
mass. There are more than 30 different types
of muscular dystrophy, and each has a
separate cause.
Tourette syndrome
 Tourette syndrome is a neurological disorder
that involves involuntary and repetitive
vocalisations, sounds, and movements called
tics. These tics are neurological not
 behavioural - which means a person with
Tourette syndrome cannot control them.
Dwarfism
 Dwarfism is short stature (abnormal skeletal
growth) that can be caused by over 300
genetic or medical conditions. It is generally
defined as an adult height of 4 feet 10 inches
or less, with the average height of someone
with dwarfism being 4 feet (Mayo Clinic).
In general, there are two categories for dwarfism:
1. Disproportionate dwarfism: where some
parts of the body are smaller, whilst other
parts are average or above-average.
2.Proportionate dwarfism where the body
is averagely proportioned, and all parts of the
body are small to the same degree
SENSORY DISABILITY
Autism spectrum disorder (ASD)
 Autism spectrum disorders are lifelong
developmental disabilities. They affect the
way someone interacts with the world
around them, as well as with other people.
Blindness and low vision
 A person is considered legally blind if they
cannot see at six meters what someone with
normal vision can see at 60 meters or if their
field of vision is less than 20 degrees in
diameter.
Hearing loss and deafness
 Hearing loss, also known as hearing
impairment, is the partial or total inability to
hear. If someone has very little or no hearing,
the term 'deaf' may be used.
Sensory processing disorder
 Sensory processing disorder is a condition
where a person has trouble receiving and
responding to information that comes in
through the senses. This may mean they
misinterpret everyday sensory information,
such as touch, sound, and movement.
MENTAL ILLNESS
Bipolar disorder
 Bipolar disorder (formerly known as manic
depression), causes extreme mood swings
including emotional highs (mania) as well as
extreme lows (depression). These mood
swings come in 'cycles' which can last days,
weeks or even months
Depression
 Depression is a mental illness that
significantly affects the way someone feels,
causing a persistent lowering of their mood
and feelings of dejection and loss.
Schizophrenia
 Schizophrenia is a mental illness that
influences the way a person thinks, feels, and
acts, often distorting their perception of
reality. It is a myth that those with
schizophrenia have a 'split personality' - they
have one just like everyone else.
Anorexia nervosa
 Anorexia nervosa is an eating disorder
characterised by an abnormally low body
weight, an extreme fear of gaining weight, and
a distorted perception of body weight. It can
affect both men and women.
Bulimia nervosa
 Bulimia Nervosa is a serious mental illness
that involves binge eating (consuming
abnormally large amounts of food), followed
by compensatory behavior such as vomiting,
over-exercising, fasting, or misuse of
laxatives.
Obsessive-compulsive disorder (OCD)
 Obsessive-compulsive disorder (OCD) is an
anxiety disorder where a person will
experience thoughts and fears (obsessions)
that lead to repetitive behaviors
(compulsions). People with OCD are usually
aware of the unreasonable nature of their
obsessions and compulsions, however, feel
unable to control them.
Post-traumatic stress disorder (PTSD)
 Post-traumatic stress disorder (PTSD) can
develop after someone experiences or
witnesses a traumatic event that threatened
their life or safety, or that of others around
them
Impulse control disorder (ICD) and addiction
 Impulse control disorder (ICD) is a class of
disorders characterized by impulsivity and
being unable to resist temptation which may
harm oneself or others.
Body dysmorphic disorder
 Body dysmorphic disorder (BDD) is where
people constantly worry about the way they
look. They can believe that minor or non-
existent 'flaws', are actually serious defects in
their appearance. It is however not related to
vanity.
UNIT 2.CHILDREN WITH SPECIAL NEEDS:
Definition, Characteristics, and Teaching
Strategies
SPEECH AND LANGUAGE DELAYS
 Speech and language delay means that a child
is not able to use words or other forms of
communication at the expected ages.
Language delays include problems
understanding what is heard or read. There
can also be problems putting words together
to form meaning.
 Speech is the verbal production of language,
whereas language is the conceptual
processing of communication. Language
includes receptive language (understanding)
and expressive language (the ability to
convey information, feelings, thoughts, and
ideas).
 Language is commonly thought of in its
spoken form, but may also include a visual
form, such as American Sign Language.
CHARACTERISTICS
 Speech and language delay in children is
associated with increased difficulty with
reading, writing, attention, and socialization.
Although physicians should be alert to
parental concerns and to whether children
are meeting
 expected developmental milestones, there
currently is insufficient evidence to
recommend for or against routine use of
formal screening instruments in primary care
to detect speech and language delay.
 In children not meeting the expected
milestones for speech and language, a
 comprehensive developmental evaluation is
essential, because atypical language
development
 can be a secondary characteristic of other
physical and developmental problems that
may first manifest as language problems.
TYPES OF PRIMARY SPEECH AND LANGUAGE
DELAY INCLUDE:
 Developmental speech and
 language delay, expressive language disorder,
and
 receptive language disorder. че
SECONDARY SPEECH AND LANGUAGE
DELAYS ARE:
 are attributable to another condition such as
hearing loss. intellectual disability, autism
spectrum disorder, physical speech problems,
or selective mutism.
TEACHING STRATEGIES
 Encourage and accept all forms of
communication.
 Be conscious of your own communication
style.
 Teach active listening skills.
 Give time to think and respond to questions.
 Use sound discrimination exercises
 Help with sequencing and word order.
 Build vocabulary.
 Help build self-esteem.
 Help learners to make their needs known.
AUTISM SPECTRUM DISORDER
 Autism spectrum disorder (ASD) is a
developmental disability caused by
differences in the brain.
CHARACTERISTICS
Social Communication and Interaction Skills
• Avoids or does not keep eye contact
• Does not respond to name by 9 months of age
• Does not show facial expressions like happy,
sad, angry, and surprised by 9 months of age
• Does not play simple interactive games like
pat-a- cake by 12 months of age
• Uses few or no gestures by 12 months of age
(for example, does not wave goodbye)
• Does not share interests with others by 15
months of age (for example, shows you an
object that they like).
• Does not point to show you something
interesting by 18 months of age
• Does not notice when others are hurt or upset
by 24 months of age
• Does not notice other children and join them
in play by 36 months of age
• Does not pretend to be something else, like a
teacher or superhero, during play by 48
months of age
• Does not sing, dance, or act for you by 60
months of age
RESTRICTED OR REPETITIVE BEHAVIORS OR
INTERESTS
• Lines up toys or other objects and gets upset
when order is changed
• Repeats words or phrases over and over
(called echolalia)
• Plays with toys the same way every time
• Is focused on parts of objects (for
 example, wheels)
• Gets upset by minor changes
• Has obsessive interests
• Must follow certain routines
• Flaps hands, rocks body, or spins self in
circles
• Has unusual reactions to the way things
sound, smell, taste, look, or feel.
OTHER CHARACTERISTICS
 Delayed language skills
 Delayed movement skills
 Delayed cognitive or learning skills
 Hyperactive, impulsive, and/or inattentive
behavior
 Unusual eating and sleeping habits
 Gastrointestinal issues (for example,
constipation)
 Unusual mood or emotional reactions
 Anxiety, stress, or excessive worry
 Lack of fear or more fear than expected
TEACHING STRATEGIES
4 Teaching Strategies for Students with Autism
Spectrum Disorder
 Strategy #1: Limiting Sensory Overload
 Strategy#2: Using Rewards and Incentives
(Applied Behavior Analysis)
 Strategy #3: Providing Appropriate Feedback
for Students with ASD
 Strategy #4: Focusing on Autism Reading
Comprehension Strategies
Learning Cognitive Delays
Cognitve Development
 Cognitive development is about how a child's
brain develops thinking skills such as
attention. concentration, memory, perception,
and logic.
Cognitive Delay
 refer to a type of developmental delay that
affects a child's ability to process and
understand information. This can interfere
with their intellectual functioning and cause
learning difficulties. A child with a cognitive
delay may probably not have problems with
his five senses, however, the way he
understands information received by his
senses is different from that of a normally
developing peer
A cognitive delay can impact development in
areas such as:
• Learning
• Expression by use of language or
action
• Coordinated movements
• Socializing
The causes of cognitive delay may include:
 Genetic defects
 Brain injuries
 Exposure to harmful chemicals
 Accidents or neglect after birth
 Lack of social interaction
 A non-nurturing or an abusive environment
CHARACTERISTICS
• Difficulty paying attention, even for short
periods.
 • Difficulty in decoding language
• Difficulty in understanding instructions
• Does not remember things easily
• Has difficulty in using actions to communicate
• Inability to sit still for any length of time.
• Taking an extraordinarily long time to
complete tasks, such as homework or writing
tests.
• Poor memory when recalling learned facts or
multi-step written instructions.
• Weak listening skills and difficulty in
remembering oral instructions.
• Difficulty with reading, spelling, vocabulary
and comprehension.
• Problems with abstract concepts in math.
Cognitive delay can also be a symptom of
underlying developmental disorders such as;
• Intellectual disability
• Learning difficulties such as Dyslexia
• Attention Deficit Hyperactivity Disorder
(ADHD)
• Aphasia
• Autism Spectrum Disorder (ASD)
Intellectual disability
 a term used when a person has certain
limitations in mental functioning and in skills
such as communicating, taking care of him or
herself, and social skills. These limitations
will cause a child to learn and develop more
slowly than a typical child.
Dyslexia
 A learning disability which affects skills
involved in reading, spelling and writing.
Children with this condition will have normal
intelligence and normal vision.
Attention Deficit Hyperactivity Disorder (ADHD)
 is a mental health condition that can cause
unusual levels of hyperactivity and impulsive
behaviors. People with ADHD may also have
trouble focusing their attention on a single
task or sitting still for long periods of time.
Aphasia
 A comprehension and communication
(reading, speaking, or writing) disorder
resulting from damage or injury to the
specific area in the brain.
Autism Spectrum Disorder (ASD)
 is a developmental disorder that affects
communication, social interaction, and
behavior.
TEACHING STRATEGIES
• Use Multisensory Instruction
• Break Concepts into Smaller Steps
• Use Repetition
• Provide Visual Spports
• Use Positive Reinforcement
• Scaffold Learning
• Play based instruction
DEVELOPMENTAL DELAYS
• Child development refers to the process in
which children grow through changes in skill
development during predictable time periods
called developmental milestones.
• Developmental delay occurs when children
have not reached these milestones by the
expected time period. Developmental delays
can occur in all areas of development.
DEFİNİTİON
 Developmental delay' is a term used when
children are slower to reach milestones than
is expected for their age.
They may have problems with:
• movement
• communication, speech, language
• learning behaviour
• play
• social skills,
• interacting with others.
CAUSES OF DELAY
 Some causes include:
 genetic or inherited conditions
 being born too early (premature)
 birth injury or other injury
 hearing or vision problems
 lots of illness or hospitalization which can
mean missing out on chances to learn
 family stress which can mean a baby does. not
get consistent loving care in the early weeks
and months
 being exposed to some drugs before birth, eg
alcohol.
CHARACTERISTIC OF DD:
 Difficulties producing controlled speech
 Difficulty controlling breathing and
phonation.
 Slow language development resulting in a
language
 delay.
 Difficulties combining physical movements
into a
 controlled sequence, learning basic
movement patterns and/or remembering the
next movement in a sequence.
 Difficulties establishing the correct pencil grip
and age appropriate speed of writing.
 Poor balance (sometimes even falling over in
mid- step).
 Problems with spatial awareness (e.g. fitting
objects into appropriate sized spaces such as
puzzles, and knowing left from right).
 Trouble picking up and holding onto simple
objects due to peer muscle tone.
STRATEGIES:
 Routines
 Manipulatives
 Expression
 Discussion
 Seating Arrangements
Intellectual Disability
 is a term used when there are limits to a person's
ability to learn at an expected level and function in
daily life.
 is usually identified during childhood, and has an
ongoing impact on an individual's development.
 can be defined as a significantly reduced ability to
understand new or complex information, learn
new skills and to cope independently including
social functioning.
Learners with Intellectual Disabilities
Characteristics and Impact of intellectual
disability.
The characteristics and impact of a person's
intellectual disability will vary depending on the
cause. There are a number of common characteristics
that may have a significant impact on an individual's
learning, including:
• difficulty understanding new information
• difficulties with communication and social
skills
 • slow cognitive processing time
• difficulty in the sequential processing of
information
• difficulties comprehending abstract
concepts.
 Learners with Intellectual Disabilities might have
a hard time letting others know their wants and
needs, and taking care of themselves. They learn
and develop more slowly than other children of
the same age they could take longer to learn to
speak, walk, dress, or eat without help, and they
could have trouble learning in school. starts any
time before a child turns 18 years old - even
before birth.
 What are some of the signs of intellectual
disability?
 There are many signs of intellectual disability. For
example, children with intellectual disability may:
 sit up, crawl, or walk later than other children
 learn to talk later, or have trouble speaking
 find it hard to remember things
 have trouble understanding social rules
 have trouble seeing the results of their actions
 have trouble solving problems
Teaching strategies
 There is a range of inclusive teaching strategies
that can assist all students to learn but there are
some specific strategies that are useful in teaching
a group which includes students with intellectual
disability:
 Provide an outline of what will be taught -
highlight key concepts and provide opportunities
to practice new skills and concepts.
 Use clear and straightforward language.
 Students may benefit from having oral rather than
written feedback on their written assignments.
 Whenever you are introducing procedures or
processes or giving directions, for example in a
laboratory or computing exercise, ensure that
stages or sequences are made clear and are
explained in verbal as well as written form.
Recording lectures will assist those students who
have handwriting or coordination problems and
those who write slowly as well as those who have
a tendency to mishear or misquote.
 Students will be more likely to follow correctly the
sequence of material in a lecture if they are able to
listen to the material more than once.
 Wherever possible, ensure that key statements
and instructions are repeated or highlighted in
some way.
 One-to-one tutoring in subjects may be important;
this can include peer tutoring.
 It may be helpful for students with intellectual
disability to have an individual orientation to
laboratory equipment or computers to minimise
anxiety.
PHYSICAL DISABILITY AND ADHD
 Physical disability A physical disability is a
condition that substantially limits one or more
basic physical activities in life (i.e. walking,
climbing stairs, reaching, carrying, or lifting).
These limitations hinder the person from
performing tasks of daily living. Physical
disabilities are highly individualized.
PHYSICAL DISABILITY CAN INCLUDE VARIOUS
IMPAIRMENTS SUCH AS;
 acquired brain injury
 cerebral palsy
 spinal cord injuries
 cystic fibrosis (cf)
 spina bifida
 epilepsy
 multiple sclerosis
 dwarfism
 muscular dystrophy
 visual impairment
 tourette syndrome
 acquired brain injury
ACQUIRED BRAIN INJURIES
 are due to damage that happens to the brain after
birth. they can be caused through a wide range of
factors including a blow to the head, stroke,
alcohol or drugs, infection, disease such as aids or
cancer, or a lack of oxygen.
SPINAL CORD INJURIES
 the spinal cord can become injured if too much
pressure is applied and/or if the blood and
oxygen supply to the spinal cord is cut. when the
spinal cord has been damaged, it leads to a loss
of function such as mobility or feeling.
SPINA BIFIDA
 -spina bifida is the incomplete formation of the
spine and spinal cord in utero. it can cause the
spinal cord. and nerves to be exposed on the
surface of the back, instead of being inside a
canal of bone surrounded by muscle.
CEREBRAL PALSY
 -cerebral palsy is typically due to an injury to the
developing brain before or during birth, caused
by a reduced blood supply and lack of oxygen to
the brain.
CYSTIC FIBROSIS (CF)
 is an inherited genetic condition, which affects
the body's respiratory, digestive, and
reproductive systems.
SEIZURE DISORDER (EPILEPSY)
 epilepsy is a neurological condition where a
person has a tendency to have recurring seizures
due to a sudden burst of electrical activity in the
brain. seizures can cause unusual movements,
odd feelings or sensations, a change in a person's
behaviour, or cause them to lose consciousness.
MULTIPLE SCLEROSIS
 ms occurs when the myelin sheath protective
tissue around nerve fibres in the body becomes
damaged, causing random patches or scars. the
scars can interfere with messages sent through
the central nervous system, affecting the brain,
optic nerves, and spinal cord.
MUSCULAR DYSTROPHY
 -muscular dystrophy is a group of genetic
disorders that lead to progressive and
irreversible weakness. and loss of muscle
mass. there are more than 30 different types
of muscular dystrophy, and each has a
separate cause.
TOURETTE SYNDROME
 is a neurological disorder which involves
involuntary and repetitive vocalisations, sounds,
and movements called tics. these tics are
 neurological not behavioural-which means a
person with tourette syndrome cannot control Diagnosis
them.  If you think you or your child may have attention
deficit hyperactivity disorder (ADHD), speak to a
DWARFISM GP.
dwarfism is short stature (abnormal skeletal growth)
which can be caused by over 300 genetic or medical
conditions. it is generally defined as an adult height of
4 feet 10 inches or less, with the average height of
someone with dwarfism being 4 feet (mayo clinic).

IN GENERAL, THERE ARE TWO CATEGORIES FOR

DWARFISM:
1.DISPROPORTIONATE DWARFISM: where some
parts of the body are smaller, whilst other parts are
average or above-average.
2.PROPORTIONATE DWARFISM where the body is
averagely proportioned, and all parts of the body are
small to the same degree.

VISUAL IMPAIRMENT
 BLINDNESS is defined as the state of being
sightless. a blind individual is unable to see.
 VISION LOSS is a reduction of sight and can
affect you in distinct ways. conditions that affect
the eyes or the body can cause vision loss.

ADHD (ATTENTION DEFICIT HYPERACTIVITY

DISORDER)
 Is one of the most common neurodevelopmental
disorders of childhood.
 It is usually first diagnosed in childhood and often
lasts into adulthood.
 Children with ADHD may have trouble paying
attention, controlling impulsive behaviors (may
act without thinking about what the result will
be), or be overly active.
3 Types of ADHD:
 Inattentive type
 Hyperactive-impulsive type
 combination of both types

Types of ADHD:
Inattentiveness
 a person may have difficulty staying on task,
sustaining focus, and staying organized, and these
problems are not due to defiance or lack of
comprehension.

Hyperactivity and impulsiveness -

 Hyperactivity means having increased movement,
impulsive actions, a shorter attention span, and
being easily distracted.

CAUSES OF ADHD ATTENTION DEFICIT

HYPERACTIVITY DISORDER (ADHD)?

 The cause(s) and risk factors for ADHD are

unknown, but current research shows that
genetics plays an important role. Recent studies
link genetic factors with ADHD

Here are the possible causes and risk factors:

 Brain injury
 Exposure to environmental risks
 Alcohol and tobacco use during
 pregnancy
 Premature delivery
 Low birth weight
 Genetics