Intellectual Disability (Down Syndrome)

FACT SHEET ON INTELLECTUAL DISABILITY
NAME: INTELLECTUAL DISABILITY:

Mental retardation used to be the old named for intellectual disability. Due to controversy on the
use of this name, the Board of Directors of the American Association on Mental Retardation
wished for the termed to intellectual disabilities be used instead. Yet, the AAMR decided against
it in 2003.
DEFINITION:
Intellectual disability is characterized by significant limitations in both adapted behaviors and
intellectual functioning. Adapted behaviors are skills needed for everyday life that are acquired
through social, practical, and conceptual skills. A specialist will observe and compare the child’s
skills to other children of the same age. Intellectual functioning is defined as a person’s ability to
learn, make decisions, reason, and/or solve problem. Intellectual functioning is acquired through
an IQ test. If an individual scores less than 70 to 75 then they are considered intellectual
disabled. The prevalence of being diagnosed with intellectual disability is higher in boys than
girls. Generally, there is an estimate of 3% of the total population who suffer from intellectual
disability.
VARYING LEVELS/CLASSIFICATIONS:
There are four different levels of classifications for intellectual disability. They range from mild
to profound by using an IQ test to specify the level of intellectual disability function.
▪ Mild: 90% fall into this category where they score between 52 to 70. A person
that falls into this category is slow in all areas and many will not show physical
signs.
▪ Moderate: 5% fall into this category where they score 36 to 51. There are
noticeable delays (speech) and the individual may show unusual physical signs.
▪ Severe: 3.5% fall into this category where they score 20 to 35. The individual has
a good level of awareness and can respond, learn, and functions with the help of
others. There are obvious delays (walking late compare to others their age) and
have little to no communication skills.
▪ Profound: 1.5% fall into this category where they score 19 or lower. The
individual has limited awareness and response repertoires. The individuals display
delays in all areas and there are congenital abnormalities present.
CAUSES OF THE DISABILITY:
Intellectual disability is caused by environmental or biological factors. There are predisposing
factors when the etiology of intellectual disability is known.
1. Prenatal causes:
⮚ Chromosomal disorders:
▪ Autosomes: having 23 pairs in each cell
▪ Translocation 21: Down Syndrome
▪ Trisomy 21: Down Syndrome
▪ Sex chromosomes: 1 pair in each cell
▪ Short-stature syndromes
▪ Tall-stature syndromes (occurring only in males)
▪ Fragile X syndrome
⮚ Other syndrome disorders:
▪ Apert syndrome
▪ Cornelia de Lange Syndrome
▪ Neurofibromatosis
⮚ Inborn errors of metabolism
▪ Carbohydrate disorder (galactosemia)
▪ Nucleic acid disorder (Lesch-Nyhan syndrome)
▪ Amino acid disorder (phenylketonuria)
⮚ Brain formation disorders:
▪ Microcephalus
▪ Neural tube closure disorder
▪ Hydrocephalus
⮚ Environmental influences:
▪ Premature births
▪ Cocaine and/or other drugs
▪ Intrauterine malnutrition
▪ Maternal diseases and accidents
▪ Maternal medications that hurt embryo
▪ Fetal alcohol syndrome
2. Perinatal causes
⮚ Intrauterine and/or abnormal labor and delivery
⮚ Neonatal:
▪ Intracranial hemorrhage
▪ Nutritional and late-onset metabolic disorders
▪ Head trauma at birth
▪ Infections
3. Postnatal causes:
⮚ Head injuries
⮚ Infections:
▪ Meningitis
▪ Fungal, viral, or parasitic
▪ encephalitis
⮚ Seizure disorders
⮚ Toxic-metabolic disorders
▪ Lead, mercury
▪ Late-onset metabolic disorders
⮚ Environmental deprivation
▪ Child abuse and neglect
▪ Psychosocial disadvantage
⮚ Malnutrition
⮚ Degenerative disorders:
▪ Tay-Sachs
▪ Friedreich’s ataxia
▪ Rett Syndrome
MOTOR CHARACTERISTICS RELATED TO DISABILITY:

Down syndrome is a type of intellectual disability condition. Therefore, there are different types
of motor characteristics found in a person with down syndrome and intellectual disability than
someone with just intellectual disability.
⮚ Delayed in motor development with down syndrome children:
▪ suffer delay in postural reactions and motor milestones
▪ postural problems due to physical abnormality:
▪ club foot
▪ lordosis
▪ dislocated hips
▪ kyphosis
▪ funnel-shaped chest
▪ delayed in standing, walking, and throwing a ball at a later age than peers
their own age
▪ Newborn infants with down syndrome present muscular hypotonia
▪ Almost 90% have umbilical hernias than can correct itself. Yet, abdominal
exercises should be selected with careful consideration.
⮚ Atlantoaxial instability: This refers to the joint between the atlas and axis in the
cervical vertebrae. When there is an instability, the ligaments and muscles that
surround this joint may slip out of alignment easily. This occurs in individuals with
down syndrome.
COGNITIVE CHARACTERISTICS RELATED TO DISABILITY:
Cognition refers to the mental action of acquiring knowledge and understanding through senses,
thoughts, and experiences.
⮚ Cognitive characteristics of individuals with down syndrome and intellectual

disability:
▪ Balance deficit that affects their performance.
Individuals with down syndrome perform 1-3 years
behind someone who has the same level of intellectual
disability. Their basic movements are awkward
▪ Manual control (grasping, reaching, and manipulation) is
hindered due to short arms.
▪ Hand-eye coordination problems are due to precision
grip and lack of motivation and practice.
▪ Have higher function in rhythm and excel in dancing.
⮚ Individuals with an intellectual disability:

▪ Those with mild intellectual disability can acquire reading, math, and
writing skills to the level of grade 3 to 6, which can enable them to
sustain a job and live independently.
▪ Those with moderate intellectual disability acquire some basic learning
and writing skills. Functional skills that are related to safety and self-
help require supervision.
▪ Limits with how much they can learn and function
▪ Slow to adapt to social situations
▪ Poor memory
▪ Inability to understand consequences of actions
▪ Poor problem-solving skills
▪ Poor understanding of social rules
▪ Have a slow cognitive processing time
SOCIAL CHARACTERISITICS RELATED TO DISABILITY:

⮚ Unable to understand new information
⮚ Have difficulty with communication and social skills
⮚ Difficulty comprehending abstract concepts
⮚ When individual has down syndrome:
▪ Self-care and cognitive abilities decline with age
▪ Friendly, cheerful, and responsible
▪ Like a routine schedule
▪ Cooperative yet stubborn when they want to be
▪ Intellectual functioning varies widely in individuals with down syndrome
▪ Walking at a later age affects exploratory and social play.
HEALTH PROBLEMS RELATED TO DISABILITY:

⮚ When individual has down syndrome:
▪ Asymmetric of strength causes difficulty swimming in a straight line
▪ Visual impairment such as strabismus, nystagmus, myopia, and cataracts
▪ Approximately 40-60% of infants suffer from a congenital heart disease.
▪ Atrioventricular canal defect
▪ Mitral valves prolapse
▪ Aortic regurgitation
⮚ When individual has intellectual disability with no down syndrome:

▪ Seizures: About 20% with mild intellectual disability have seizures.
▪ Dual diagnosis: psychiatric disorders occurring with intellectual disability
▪ Cerebral palsy: Many individuals are non-ambulatory and have speech
deficiencies.
REHABILITATION GUIDELINES AND PRINCIPLES:

A teacher needs to have patience when an individual has an intellectual disability and down
syndrome. When the individual suffers from severe intellectual disability, the instruction should
be a one-on-one task. When the instructor wants a desire response, they should use the same cue
every time to reinforce the appropriate behavior. Individuals with intellectual disability need
more trials than peers.
INSTRUCTIONAL TECHNIQUES AND ACTIVITIES:

The instructor should provide the student an outline of what will be taught. Their instructions
should be in smaller portions. They need explicit directions. Directions need to be brief, direct,
and specific. The teacher will need to constantly repeat so that the student will learn. The
instructor needs to use straightforward language. By incorporating real-life examples, the teacher
will reinforce learning. What may work for one student may differ to another depending on the
severity of the intellectual disability.
⮚ Scheduling: The student will have extra time to complete assignment
⮚ Setting: the student may work in a small group or one-on-one with the teacher.
⮚ Instruction: reduce the difficulty of assignment.
⮚ Student response: allow answers to be given orally.
SPECIALIZED EQUIPMENT OR MODIFICATIONS COMMONLY USED OR
RELATED TO DISABILITY:
⮚ Audible: Rather than using a traditional textbook, use a digital audio content.
⮚ Adapted material: large print or highlighted notes
⮚ Wheelchairs for those who have severe intellectual disability
⮚ One-on-one aide
⮚ Students with down syndrome and varying level of intellectual disability
▪ Corrective glasses for vision problems
▪ Audio books to read along
▪ Special pencil grip to write
QUESTIONS:
1. What is another name for intellectual disability?
a. Mental retardation
b. dumb
c. Both a & b
d. None of the above
2. How can a specialist observe the child adapted behaviors?

a. Compare to children at younger age than them
b. Compare to children at older age than them
c. Compare to children the same age as them
d. Do nothing
3. Can children or people with down syndrome be cooperative yet stubborn at times. True
or False
4. what are some postural problems in children with down syndrome?

a. Club foot and left foot
b. Flat foot and kyphosis
c. Dislocated hips and lordosis
d. Funnel shaped chest and big nose
Individual Exercise Program (IEP)
Client’s Name: Stacy Age: 10
Primary disability: Down syndrome with severe intellectual disability.
Client’s assessments:
Stacy is a student with down syndrome and severe intellectual disability. This affects her
thinking and has trouble with her movements. She has trouble understanding how to dribble the
ball and cannot maintain a correct posture. Stacy experiences a difficult time communcating with
her therapist that the therapist has to calm down by using easier words so that she can
understanding the exercise.
Strengths:
Stacy is excited to learn the basic skills of basketball. She is actively trying to move the ball at
her own pace. She has outstanding qualifies like being happy and wanting to learn. Stacy is very
positive in her attitude. She is always seeking to try and try until her masters the activity, always
is encouraging with herself and doesn’t get sad.
Weaknesses:
Stacy has trouble with the correct movements and doesn’t understand how to dribble the ball.
She presents difficult maintaining ball control. Stacy cannot communicate very effectively and
has trouble understanding what the therapist wants her to do. She at times doesn’t remember the
commands and that makes her wonder and is trying to process the exercise again.
Duration of services:
From: 03/01/2021 To: 04/26/2021
Position Responsible:
Licensed Physical Therapist
Parent/Guardian or Provider can help with exercises at home
A. Long-Term Instructional Objective:
Stacy will increase her dribbling skills and steps.
Short term objective *Criteria Schedule for evaluation Results
1st Stacy will need to Stacy will need to 03/03/2021 (1st Visit) Stacy was able to
walk forward five steps. increase her steps from increase her steps. She
five to ten steps. can a little trouble with
Therapist will need to the movements but
give her simple cues. managed to do 10 steps.
2nd During each Stacy will need to 03/11/2021 (2nd Visit) Stacy was able to
practice, Stacy needs to dribble with one hand, dribble with one hand
dribble the ball with one three bounces in a row. after a few times, she
hand Therapist will need to managed to maintain
give easy instructions so correct posture.
that she can understand
the exercise.
Modifications:
- Stacy slaps the ball at the top of the drill. Correction: remember to have your hand low
and feel for the ball as it comes back from the floor. Stationary dribilling with partial
coach assistance.
- Stationary dribbling:
⮚ Dribble with one hand only and count aloud to ten then switch hands
Safety Strategies
- The Physical Therapist will need to be close and keep telling her the simple cues so that
she will remember the commands and not fall or do it incorrect.
B. Long-Term Instructional Objective:
Stacy will increase her passing skills
1st Stacy will make a Stacy will need to 03/16/2021 (3rd Visit) Stacy was able to
one chest pass towards increase from one chest increase passing. She
the wall. pass to three chestpass. had trouble grasping the
Therapist will need to ball but after the third
give her simple cues. try, she was able to
master the objective.
2nd Stacy will make a Staycy will need to 03/22/2021 (5th Visit) Stacy did increase her
bounce pass towards the increase her bounce pass bounce passes but had
wall. to 4 bounce passes. trouble maintaining
control of the ball.
Modifications
Physical Therapist will need to reduce the distance that she will throw the ball from 6ft to
3ft. She will need to use a lighter ball since the bounce might injure her. Stacy will need to
guides so that she can understand where the ball moving.
Safety Strategies
Physical Therapist will need to monitor her movements and be close so that the ball
might not hit her. Therapist will need to placed a placement bar so that her bounce will not
exceed a high bounce making her not getting the ball.
C. Long-Term Instructional Objective:
Stacy will increase her catching skills
1st Stacy will air catch Stacy will need to 03/27/2021 (7th Visit) Stacy was able to air
the ball three times reduce her time by 1 catch the ball in less
minute. She will need to than a minute but she
air catch the ball three had trouble
times within one understanding how to
minute. catch the ball correctly.
2nd Stacy will catch a Stacy will need to 03/30/2021 (8th Visit) Stacy did increase her
bounce pass from the increase her bounce pass bounce pass catches had
wall. catches from three times trouble with movement
to five times after the third try but
managed to complete it.
Modifications
Physical Therapist will need to adjust the ball and distance so that she able to catch the
ball. Therapist will need to her to be in an area where there’s no objects. Use a placement bar to
reduce the ball from being thrown higher.
Safety Strategies
Therapist will need to be close at all times and monitor her movement since she cannot
understand the movements that she is doing. Remove materials that might confuse her.
EXERCISE PLAN:
Before we begin, I will show an outline of what will each practice consist of for each week.
WEEK 1: PRACTICES
⮚ Warmups (20 minutes):
▪ Starting at one end of court
▪ Jogging forward and backward and/or defensive sliding
▪ Dribbling, passing, and moving to ball (in pair and moving sideline to
sideline)
- First person will dribble to opposite sideline, turn toward ball-hand slide,
pulls the ball into a new direction, then will stop halfway, and pass the ball
to their partner who move to catch the ball and continue dribbling and
repeating what the partner did.
-
⮚ Skill work: one or two coaches per basketball (25 minutes)
▪ Every station will be 5 minutes each and athlete will jog to the next section
▪ Athletes will be in groups based on ability that matches their strength and size
for safety
▪ Rebounding: the athlete will go to the ball. The athletes will go to the ball,
catch the ball, bounce pass back to the coach and go to the end of the line.
▪ Shooting: pick up the ball in the proper shooting position. The coach will be
in front of the basket and to side of line of athletes along the lane line. The
athletes will use the backboard for shot.
▪ Two-on-the-coach
- Will help them learn offense
- Two offenders will work on passing, moving, rebounding, and scoring
against one coach (the defender).
⮚ Team concept for five-on-five teams: (35 minutes)

▪ Offense and two or three defenses with no opponent
▪ The athletes will work on “go” offense.
▪ A scrimmage will be done, and the coach may need to “shadow” an athlete
that has low ability.
⮚ Cool down: 10 minutes

▪ Cool down stretches
▪ Positive feedback and encouragement
WEEK 2 PRACTICES:
⮚ Warm up: (25 minutes)
▪ jogging forward then backward
▪ jogging side to side
▪ dribbling, passing, and moving to ball in pairs
▪ stretching: the calves, hamstrings, arms, quads, and groin.
⮚ Skill work: (25 minutes)

▪ Every station will be 5 minutes each.
▪ One to two coaches per basketball
▪ Jogging to next station
▪ Athletes are in ability-grouped to match size and strength for safety.
▪ Rebounding: go to ball (from tossing, rolling ball, bouncing; add shooting
with athletes still in line, but coach shooting from side). The station will be
set up where the coach and line of athletes. The athletes will go to the ball,
catch the ball, bounce pass back to coach and go to end of line.
▪ Shooting: the athlete will pick up the ball in proper shooting position.
Progress should be to receive pass, shoot and follow for rebound, then short
shots. The coach will be under the basket and the athletes will be along the
lane in a line.
▪ Two-on-the-coach: two offenders will work on moving, scoring against one-
coach defender, passing, and rebound while the coach increases the levels of
pressure.
▪ Three-on-three: continue to work on defense through belly to ball, step to ball,
or by adding close the door on drive. The coach should focus on defense,
reacting and moving to stop the ball. Start by passing the ball with defense
stepping to ball and belly facing ball. Then, dribble to gap with defense
“closing the door” with closest defenders coming together and not allowing
the offender to go through the gap.
⮚ Team concept for five-on-five teams: 35 minutes

▪ Offense and two-on-three defense with no opponent.
▪ Continue working on “Go” offense.
▪ Set up positions from half court; proceed into offense.
▪ Do a scrimmage in 5-to-7-minute blocks of time.
▪ Add jump ball practice to start game. Add sideline play at offensive end.

WEEK 3 PRACTICES:
⮚ Warm up: 20 minutes
▪ Jogging forward then backward
▪ Jogging side to side (defensive sliding)
▪ Dribbling, passing, and moving to ball in pairs
▪ Add playing dribble tag for 5 minutes
- The athletes will be divided by ability, putting groups depending on level
of athlete. Two athletes will be put into the jump ball circle. Each has a
ball and each must start dribbling the ball and prevent the opponent from
stealing the ball while dribbling their own ball.
▪ Stretching: calves, hamstrings, quads, arms, and groin.
⮚ Skill work: 25 minutes

▪ Every station will be 5 minutes each.
▪ One to two coaches per basketball
▪ Athletes are in ability-grouped to match size and strength for safety.
▪ Rebounding: go to the ball from bouncing, tossing, shooting, and rolling ball.
- The coach will shoot from corner as last week and will add pressure by
trying to steal ball and providing physical contact with athlete.
▪ Shooting: the athlete will pick up the ball in the proper shooting position.
- Progress to receive pass, shoot, and follow for rebound, then short shots.
- The station will have the coach under the basket and in line of athletes
along lane line.
▪ Two-on-the-coach:
- Two offenders work on passing, moving, rebounding, and scoring against
the coach defender.
- The coach should increase the level of pressure and the athletes must make
at least two passes before shooting.
▪ Three-on-three:
- Continue to work on defense
- Focus on defense, reacting and moving to stop the ball, then dribble to gap
with defense of “closing the door” with the close defenders coming
together.
- Do not allow offender to go through the gap; add- when the defense gets
the ball, pass back to coach with teams switching from offense to defense

▪ Review the “go” offense and two-three defense with no opponent.
▪ Run to set-up positions from half court and then from defense; proceed into
offense.
▪ Scrimmage in 5-to-7 blocks of time.
▪ Continue to jump ball and sideline out-of-bounds play on other side of
basket.
▪ Add lining up and shooting free throw.

WEEK 4 PRACTICES:
⮚ WARMUPS: 20 minutes
▪ Jogging forward then backward
▪ Jogging side to side
▪ Playing dribble tag for 6 minutes
- The athletes will be divided into four groups.
- Two groups of lower ability, two groups of higher ability.
- Lower teams will play on one half court.
- Higher teams play in the other half court.
- Play in 3-minute time blocks.
- Winning teams have more players left on the court at end of time.
▪ Stretching: hamstrings, calves, quads, arms, and groin
▪ One or two coaches per basketball
▪ Stations 5 minutes each
▪ Athletes are put into groups based on strength and size for safety
▪ Rebounding: go to the ball from rolling ball, bouncing, tossing, and
shooting.
- The coach will shoot from the same spot as last week, while adding more
pressure.
- Add pressure by standing behind athlete trying to steal ball and providing
physical contact with athlete.
▪ Shooting:
- Receive ball in proper shooting position.
- Progress to receive pass, shoot and follow for a rebound, then short stop.
- Coach now at foul line, with pass coming at different angle.
▪ Three-on-the coach:
- Three offenders work on passing, moving, rebounding, and scoring against
one coach (defender).
- The coach will offer increasing level of pressure and add that the athlete
must make at least two passes before shooting.
▪ Three-on-three:
- Focus on defense, reacting and moving to stop ball.
- Focus on stepping to ball and belly facing ball, then “closing the door”
when offender drives gap.
- Continue when defense gets the ball, pass back to coach with teams
switching from offense to defense.

▪ Continue to review the “go” offense and two-three defense with no
opponent.
▪ Run to position on half court, then from defense; proceed into offense.
▪ Scrimmage in 5-to-7-minute blocks of time.
▪ Continue with jump ball, sideline out-of-bounds play and shooting free
throw.
▪ Add end-line out-of-bounds play to score under own blanket.

WEEK 5 PRACTICES:
▪ Jogging forward and backward
▪ Jogging side to side
▪ Playing dribble tag for 6 minutes
- The athletes will be divided into four groups.
- Two groups of lower ability, two groups of higher ability.
- Lower teams will play on one half court.
- Higher teams play in the other half court.
- Play in 3-minute time blocks.
- Winning teams have more players left on the court at end of time.
▪ Stretching: calves, quads, groin, arms, and hamstrings

▪ Rebounding: go to the ball from rolling ball, bouncing, tossing, and
shooting. Then, play rebound ball
- Two players at a time with coach shooting and players trying to grab ball
first.
▪ Shooting: receive ball in proper shooting position.
- Shoot without and then with pressure.
- Set up station with coach under basket who passes to the athletes and
comes out to offer hand-up or in-face pressure.
▪ Three-on-three coach plus one:
- Three offenders work on passing, moving, rebounding, and scoring against
one coach (defender) while another teammate provides increasing levels
of pressure.
▪ Three-on-three:
- Focus on defense, reacting, and moving to stop ball.
- Start by passing the ball with defense stepping to ball and belly facing
ball, then dribble to gap with defense “closing the door” with closest
defenders coming together and not allowing offender to go through the
gap.
- Continue when defense gets ball, pass back to coach with teams switching
from offense to defense.

▪ Continue to review of “go” and two-three defense with no opponent.
▪ Run to positions from half court and then from defense; proceed into
offense.
▪ Scrimmage in 5-to-7- minute blocks of time.
▪ Continue jump ball, sideline out-of-bounds play and shooting free throw.
▪ Add end-line-out-of-bounds play to score under own basket.

WEEK 6 PRACTICES:
▪ Formalize pre-game warm up
- Jogging, then partner dribbling and passing
▪ Stretching: calves, quads, arms, groin, and hamstring
▪ Lay-up and shooting (two lines: one shooting, the other rebounding)
▪ Add fast break drill:
- Coach throws long and the athlete will run and grabs the ball first (does
not dribble a bouncing ball), then dribbles in for a lay-up.
- Gets rebound and passes to coach; repeat coming back down court with
new coach throwing ball.

▪ Rebounding: rebound ball
- Two players at a time with a coach shooting and the players trying to grab
the ball first.
▪ Shooting: rapid fire shooting in groups of three with two balls.
- Coach will set up a station with rebounder, passer, and shooter. The coach
will be near the athlete to aid.
▪ Three-on-three: offense-defense.
- Defense will step to ball, belly to ball and “closes the door”
- The offense works with teammates, moves to get open, rebounds and is
aware of 3-second lane violation.
- When defense gets ball, pass back to coach with teams switching from
offense to defense.
▪ Continue to review “go” offense and two-three defense with no opponent.
offense.
▪ Continue to jump ball, sideline out-of-bounds play from both sides of the
court, shooting free throw, and end-line out-of-bounds play at both sides of
court to score under own basket.

WEEK 7 PRACTICES:
▪ Formalize pre-game warm up
▪ Stretching: calves, quads, arms, groin, and hamstring
▪ Lay-up and shooting (two lines: one shooting, the other rebounding)
▪ Add fast break drill:

the ball first.
▪ Shooting: rapid fire shooting from opposite side in group of three with two
balls.
- Station will have rebounder, passer, and shooter.
- The coach will near the athlete providing aid.
- Rotate clockwise every 30 seconds.
▪ 3-on-3 offense-defense
offense to defense.

offense.

WEEK 8 PRACTICES:
▪ Review pre-game warm
▪ Stretching: calves, hamstring, quads, groin, and arms
▪ Lay-up and shooting (two lines: one shooting and the other rebounding)
▪ Continue fast break drill:

the ball first.
▪ Shooting: rapid fire shooting from opposite side in group of three with two
balls.
-Station will have rebounder, passer, and shooter.
-The coach will near the athlete providing aid.
-Rotate clockwise every 30 seconds.
▪ 3-on-3 offense-defense
offense to defense.
offense.

The following section will consist of what is required in a warmup and cool down stretch.
Both are important to prevent injuries. As well as safety tips will be provided so that no
accidents occur.
❖ SAFETY TIPS:
1. At first practice, establish clear rule for behavior and enforce them.
2. Athlete you keep their hands to themselves.
3. Listen to the coach,
4. When athlete hears the whistle, stop, look, and listen.
5. Athlete needs to ask the coach to leave the court.
6. Make sure athletes bring water to every practice.
7. Check your first aid kit.
8. Identify the nearest phone accessible during practice.
9. Ensure that the locker rooms and restrooms are accessible and clean during practice.
10. Train all the athletes and coaches on emergency procedures.
11. All jewelry, watches, earrings, and bracelets should be taken off before practice.
12. Provide proper stretching exercises after warming up at the beginning of each
practice.
13. Make area safe.
14. Walk the court to see that safe conditions exist.
15. Provide activities that also improve general fitness levels.
16. Identify a safe area where basketballs can be stored during practice.
17. Check that the basketballs are properly inflated.
18. Check the baskets and nets.
19. Athletes are encouraged to wear knee pads, knee braces, eyeglasses strap, mouth
guards, and athletic supporters when needed.
20. Encourage athletes to wear comfortable loose-fitting clothing and wear proper fitted
and tied court shoes.
21. Evenly match athletes physically in games where they play against each other.
22. Provide one-to-one instruction, especially to athletes with lower ability.
23. Always have at least two coaches at each practice and game to provide:
- One-to-one coaching of athletes with lowest ability
- One-to-two coaching of athletes with lower ability
- One-to-three coaching of athletes with moderate ability
- One-to-four coaching of athlete with higher ability
WARM UP:
First part of every training session. It will start slowly and gradually involve all the muscles and
body parts. The warm will raise the body temperature and prepare the muscles for the exercise
session. The warmup should take up to at least 25 to 30 minutes. Stretching in the most critical
part of the warmup. It will help prevent injury and increase flexibility of the players. Start with a
team cheer.
Activity 1: jogging slowly for 3 to 5 minutes
▪ Circulates the blood through all the muscles.
▪ Helps provide flexibility for stretching.
⮚ Stretching: increase range of motion
▪ Calves, hamstring, quads, groin, and arms
▪ Arm circles:
1. Hold arms out to side at shoulder height.
2. Make 15 small circles rotating arms forward.
3. Stop, then repeat arm circles by rotating arms backward 15 times.
(coach needs to supervise everyone to ensure that they are stretching
properly).
▪ Side arms stretch:
1. Raise arms over head
2. Clasp hands; palms facing up.
3. Push hands towards sky.
▪ Touch your toes and reach for the sky

1. Sky reaches as high as possible
2. Reach to your toes until you feel a stretch.
3. Hold for a few seconds before releasing.
4. After releasing reach toward the sky.
5. Hands should be above the head.
▪ Groins stretch:
1. Sit with the bottoms of feet touching
2. Hold feet/ankles 10 seconds
3. Bend forward form the hips
▪ Hamstrings stretch:
1. Legs straight out and together.
2. Legs should not be locked.
3. Bend at the hips.
4. Reach towards ankle.
5. As flexibility increases, reach toward feet.
6. Push out towards heels, forces toes to the sky.
Safety: Athletes with down syndrome have low muscle tone that makes them appear more
flexible. Yet, these athletes should not stretch beyond a normal, safe range. The coach should
focus and pay attention to the athlete’s body position and alignment to ensure that the athlete is
stretching correctly. Do not allow neck backward and trunk backward bending to be part of the
stretches. They are unsafe for these athletes. Always maintain feet pointed straight ahead.
MAIN PART:
The coach should consider the progression of the session. A positive experience comes from
teamwork and playing together. Therefore, incorporate teamwork exercises in each training
session. This part is the skill works and other sections that are in the week practices.
COOL DOWN:
The cool down is important as the warmup. The cool down stretch will reduce the body
temperature and heart rate. This will speed up the recovery process before the next training
session. The whole team should gather and do these stretches together. In the team discussion,
the coach should recap any new tactics or moves that were practices. As well as point out
something positive each player accomplishes in that training session. Encourage them so that
they can go home motivated. There will be reward efforts. The winner’s circle where each
athlete will receive an accolade. Static stretches should be use in the cool-down routine to
prevent injuries.
⮚ Light jogging or walking
⮚ Arms circles
⮚ Knee to chest pose

Intellectual Disability (Down Syndrome)

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Intellectual Disability (Down Syndrome)

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FACT SHEET ON INTELLECTUAL DISABILITY

NAME: INTELLECTUAL DISABILITY:

MOTOR CHARACTERISTICS RELATED TO DISABILITY:

⮚ Cognitive characteristics of individuals with down syndrome and intellectual

⮚ Individuals with an intellectual disability:

SOCIAL CHARACTERISITICS RELATED TO DISABILITY:

HEALTH PROBLEMS RELATED TO DISABILITY:

⮚ When individual has intellectual disability with no down syndrome:

REHABILITATION GUIDELINES AND PRINCIPLES:

INSTRUCTIONAL TECHNIQUES AND ACTIVITIES:

2. How can a specialist observe the child adapted behaviors?

4. what are some postural problems in children with down syndrome?

A. Long-Term Instructional Objective:

Stacy will increase her dribbling skills and steps.

Short term objective *Criteria Schedule for evaluation Results

B. Long-Term Instructional Objective:

Stacy will increase her passing skills

Short term objective *Criteria Schedule for evaluation Results

Short term objective *Criteria Schedule for evaluation Results

⮚ Team concept for five-on-five teams: (35 minutes)

⮚ Cool down: 10 minutes

⮚ Skill work: (25 minutes)

⮚ Team concept for five-on-five teams: 35 minutes

⮚ Cool down: 10 minutes

⮚ Skill work: 25 minutes

⮚ Team concept for five-on-five teams: 35 minutes

⮚ Cool down: 10 minutes

⮚ Team concept for five-on-five teams: 35 minutes

⮚ Cool down: 10 minutes

⮚ Skill work: 25 minutes

⮚ Team concept for five-on-five teams: 35 minutes

⮚ Cool down: 10 minutes

⮚ Skill work: 20 minutes

⮚ Cool down: 10 minutes

⮚ Skill work: 20 minutes

⮚ Team concept for five-on-five teams: 35 minutes

⮚ Cool down: 10 minutes

⮚ Skill work: 20 minutes

⮚ Cool down: 10 minutes

▪ Touch your toes and reach for the sky

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