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CLASS XII
Unit 4 Physical Education and Sports for CWSN (Children with Special Needs -Divyang)
1. Organizations promoting Disability Sports (Special Olympics; Paralympics; Deaflympics):
2. Concept of Classification and Divisioning in Sports.
3. Concept of Inclusion in sports, its need, and Implementation;
4. Advantages of Physical Activities for children with special needs.
5. Strategies to make Physical Activities assessable for children with special needs.

INTRODUCTION
4. CONCEPT OF DISABILITY AND DISORDER
Meaning of Disability: Disability is a disadvantage that restricts the functions or movements
of a person.
According to Cambridge dictionary, Disability is defined as, “An illness, injury,
or condition that makes it difficult for someone to do the things that other people do.”
Meaning of Disorder
Disorder can be defined as a disruption caused to the normal functions of a person. Disorders
include mental disorders, eating disorder, substance abuse, addiction disorder, attention
disorder, etc.
Disorders of the human brain have their sub-types too, such as a neurological disorder, hyper
activity disorder, psychological disorder, etc.
According to a medical dictionary, “ Disorder is a disturbance of function, structure, or both,
resulting from a genetic failure in development or from external factors such as poison,
trauma, or disease.”
Difference Between Disability And Disorder
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4.1Special Olympics is the world's largest sports organization for children and adults with
intellectual and physical disabilities, providing year-round training and competitions to 5
million athletes and Unified Sports partners in 172 countries The concept was the brainchild
of Eunice Kennedy Shriver, who in 1962 initiated a day camp called Camp Shriver for
children with intellectual disabilities at her home.
The camp aimed to solve the problem of the lack of chances for children with special needs to
be involved in organized sports. Kennedy Shriver, who was a member of President John F.
Kennedy's Panel on Mental Retardation and the head of the Joseph P. Kennedy Jr. Foundation,
used Camp Shriver as an example to encourage physical activity and other opportunities for
individuals with intellectual disabilities.
Special Olympics provides year-round sports training and competitions in various Olympic-
type sports for individuals with intellectual disabilities. The goal is to allow them to develop
their physical fitness, demonstrate courage, experience joy, and participate in events such as
athletics, basketball, skiing, and volleyball. The organization believes that sports can instill
confidence, improve health, and inspire a sense of competition.
One of the major events of Special Olympics is World Games, which was first held in July
1968 at Chicago. Special Olympic Winter Games were initiated in 1977 at Colorado, US.
Special Olympics. In 2003, the first Special Olympics Summer Games held outside the United
States were in Dublin, Ireland with 7000 athletes from 150 countries. The first World Winter
Games were held in 1977 in Steamboat Springs, Colorado. Austria hosted the first Winter
Games outside the United States in 1993.
The Special Olympics was officially recognized by the International Olympic Committee
(IOC) in 1988. Special Olympics World Games are not held in the same year or in
conjunction with the Olympic Games.
Logo and Oath
The Logo of Special Olympics is based on the sculpture "Joy and
Happiness to All the Children of the World” was adopted in 1979.
The logo is a symbol of growth, confidence and joy among children
and adults with disabilities ..
The Special Olympics athlete's oath, which was first introduced
by Eunice Kennedy Shriver at the inaugural Special Olympics
international games in Chicago in 1968, is
“Let me win. But if I cannot win, let me be brave in the attempt.”
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Programmes run by Special Olympics around the world

1.Young Athlete Programme
For young people with and without intellectual disabilities between the ages of 2–7, A
Programme with a focus on activities that are important to mental and physical growth.
2.Unified Sports Programme
Special Olympics has pioneered the concept of Unified Sports, bringing together athletes with
and without intellectual disabilities as teammates. The basic concept is that training together
and playing together can create a path to friendship and understanding. The goal is to break
down stereotypes about people with intellectual disabilities and promote unity.
3.Healthy Athletes Programme– This Programme Offers Health Screenings To Athletes
Currently offers health screenings in seven areas:
Special Olympic Sports Rules/Guidelines
1. Athletes shall be divided into competition division based upon their ability, age and sex.
Competition divisions are structured so that an athlete competes against another athlete of
similar ability
2. Special Olympics has more than 30 Olympic-type individual and team sports that provide
meaningful training and competition opportunities for people with intellectual disabilities.
3. At competitions, medals are awarded to the first, second and third-place winners in each
event, and ribbons are awarded to athletes who finish in fourth through eighth place.
4.To participate in Special Olympics, a person must be at least 8 years old and identified by an
agency or professional as having one of the following conditions: intellectual disabilities,
cognitive delays as measured by formal assessment, or significant learning or vocational
problems due to cognitive delay that requires or has required specially designed instruction.
Founding Principles Of Special Olympics
(a) People with intellectual disabilities can, with proper instruction and encouragement, enjoy,
learn and benefit from participation in individual and team sports.
(b) Consistent training with qualified coaches and competing against those with similar
abilities is the best way to develop sports skills and measure progress.
(c) Through sports training and competition: people with intellectual disabilities benefit
physically, mentally socially and spiritually. Through participation and observation,
community is united with people with intellectual disabilities in an environment of equality.
and acceptance.
(d) Every person with an intellectual disability who meets the eligibility requirements set out
in these General Rules should have the opportunity to participate in and benefit from the
sports programs offered by Special Olympics.
(e) Special Olympics must avoid discrimination and offer sports training and competition
opportunities to all eligible persons with intellectual disabilities in accordance with uniform
worldwide standards.
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(f) Special Olympics celebrate and strive to promote the spirit of sportsmanship and a love of
participation a sports for its own sake regardless of the athlete's level of ability.
(g) Special Olympics encourage sports training and competition opportunities at the local, area
and community level (including schools) as a means of reaching the greatest number of
eligible athletes.
Special Olympic Bharat (SOB)
Special Olympics Bharat is a program recognized by Special Olympics International that
operates in India. It was established in 1987 as Special Olympics India and changed its name
to Special Olympics Bharat in 2001. The government of India recognizes it as a National
Sports Federation for the promotion of sports among people with intellectual disabilities. Its
goal is to provide round the year sports training and athletic competition in various Olympic-
style sports for children and adults with intellectual disabilities., giving them continuing
opportunities to develop physical fitness, demonstrate courage, experience joy and participate
in sports events. Special Olympic Bharat organizes training and competition events at local,
district, state, national and international levels. It organizes competitive events in 24 Olympic
style individual and team sports events. The best performer is referred to attend National
Coaching Camp supported by Sports Authority of India (SAI) to prepare for International
Competitive events. Special Olympics Bharat also gives training for coaches to deal with
intellectual disabled persons.
Special Olympics Bharat Objectives:
(1) Focus on holistic development and training that goes beyond the classrooms into the
playing fields, cultural and community centres, to motivate children with disabilities to join
and remain in school.
(2) Create role models who will inspire the children and also motivate parents into sending their children to
school and to participate in sports and other extra-curricular activities.
(3) Train teachers to be more sensitive to the needs of special children, and develop a cadre of
disabled physical education teachers to work with schools and community centres.
(4) Ensure maximum community participation for greater public understanding & acceptance
of people with intellectual disabilities; most of our activities are run by local volunteers.
(5) Ensure all Special Olympics Bharat activates local, state, national and international reflect
the Olympic 5movement values, standards, ceremonies and events
Paralympics: The term "Paralympic" comes from the Greek words "para" meaning beside
or alongside and "Olympic". It describes an international sports competition that runs
alongside the Olympics, showing how the two movements coexist.
In 1944, Dr. Ludwig Guttmann established a center for patients with spinal injuries at Stoke
Mandeville Hospital in Great Britain. Over time, the focus of the center shifted from
rehabilitation sport to recreational sport and eventually to competitive sport.
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In 1948, Dr Guttmann created the Stoke Mandeville Games for wheelchair athletes during the
Opening Ceremony of the London Olympics. This event marked a significant moment in the
history of the Paralympic Games. The Stoke Mandeville Games eventually evolved into the
Paralympic Games, which debuted in Rome in 1960 with 400 athletes from 23 countries.
The Paralympics is a global sports competition where athletes with various disabilities
participate. It started out as an event only for athletes in wheelchairs, but in 1976, athletes with
other disabilities joined in for the first time at the Summer Paralympics.
Before 1988, the Winter and Summer Paralympic games were held separately. But since the
1988 Summer Games in Seoul and the 1992 Winter Games in Albertville, they have been held
in the same cities and venues as the Olympics because of an agreement between the IPC and
the IOC. The IPC governs all Paralympic games, which include 22 sports in the Summer
program and five sports in the Winter program.
MOTTO OF PARALYMPICS:
“Spirit in motion" is the motto of Paralympics representing the strong will of
every Paralympian.
PARALYMPIC SYMBOL:
The current Paralympic symbol consists of three elements in red, blue and
green; the three colours that are most widely represented in national flag
around the world. The three 'Agitos' the Latin meaning 'I move encircling a
central point symbolize motion, emphasize the role of Paralympic movement
in bringing players together from all concerns of the world to compete.
MISSION:
To lead the Paralympic Movement, oversee the delivery of the Paralympic Games and support
members to enable Para athletes to achieve sporting excellence.
PARALYMPIC VISION:
To Enable Paralympic Athletes to Achieve Sporting Excellence and Inspire and Excite the
World
a. To enable: This is the primary role of the IPC as an organisation: To create the conditions
for athletes empowerment through self-determination.
b. Paralympic athletes: The primary focus of the IPC's activities, in the context of Paralympic
athletes, is the development of all athletes from initiation to elite level.
c. To achieve sporting excellence: The goal of a sports-centred organisation.
d. To inspire and excite the world: The external result is our contribution to a better world for
all people with a disability. To achieve this, relations with external organisations and the
promotion of the Paralympic Movement as a whole are of prime importance
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AIMS AND OBJECTIVES OF PARALYMPIC COMMITTEE

1. To ensure the spirit of fair play prevails, the health risk of the player is managed and
fundamental moral principles are upheld.
2. To develop the opportunities for players with a severe disability in sports and games at all
levels and in all structures.
3. To promote and contribute to the development of sports and games opportunities and
competitions for start to higher level.
4. To promote the self-governance of each Paralympic Sports Federation as an integral part of
the national sports movement, whilst at all times safeguarding and preserving its own identity.
VALUES OF PARALYMPICS
1. Equality: Paralympic Sports acts as medium of change to break the social barrier of
discrimination of people without harm.
2. Courage: It encircles the unique spirit of the Paralympic athlete who seeks to fulfill what
the general public deems unexpected, but what the athlete knows as a truth.
3. Determination: The expression of the idea that the Paralympic athlete push their physical
ability to the entire limit.
4. Inspiration: When intense and personal feeling is created from the stories and
achievements of Paralympic athletes and the effect is applying this spirit in one's personal life.
PARALYMPIC ELIGIBILITY
The Paralympic Movement offers sport opportunities to para/disabled/impaired athletes with
physical, visual and intellectual impairments and these are divided into 10 eligible
impairment types which must be permanent in nature. The presence of a permanent eligible
impairment must be proven by means of medical diagnostic information that must be
presented prior to athlete evaluation. The following are the Eligible Impairments recognized
by the International Paralympic committee (IPC)
(1) Impaired Muscle Power: Reduced force generated by muscles or muscle groups,may
occur in one limb or the lower half of the body. Examples include: spinal cord injury
(complete or incomplete, tetra or paraplegia), muscular dystrophy, post-polio syndrome and
spina bifida
(2) Impaired Passive Range of Movement: Athletes with impaired range of movement have
a restriction or a lack of passive movement in one or more joints. Examples include
arthrogryposis and contracture resulting from chronic joint immobilization or trauma affecting
a joint
(3)Loss of Limb or Limb Deficiency: Athletes with limb deficiency have total or partial
absence of bones or joints as a consequence of trauma (for example traumatic amputation),
illness (for example amputation due to bone cancer) or congenital limb deficiency (for
example dysmelic).
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(4) Leg-length Difference: Athletes that have a difference in the length of their legs as a
result of a disturbance of limb growth, or as a result of trauma.
(5) Short Stature: Athletes with short stature have a reduced length in the bones of the lower
limbs and or trunk. Examples include: achondroplasia, growth hormone dysfunction, and
osteogenesis imperfecta
(6) Hypertonia: Athletes with hypertonia have an increase in muscle tension and a reduced
ability of a muscle to stretch caused by damage to the central nervous system. Examples
include: cerebral palsy, traumatic brain injury and stroke.
(7) Ataxia: Athletes with ataxia have uncoordinated movements caused by damage to the
Central nervous system. Examples include: cerebral palsy, traumatic brain injury, stroke and
multiple sclerosis.
(8) Athetosis: Athletes with athetosis have continual slow involuntary movements. Examples
include cerebral palsy, traumatic brain injury and stroke.
(9) Visual Impairment: Athletes with impaired vision have reduced or no vision caused by
damage to the eye structure, optical nerves or optical pathways, or visual cortex of the brain.
Examples include: retinitis pigmentosa and diabetic retinopathy.
(10) Intellectual Impairment: Athletes with an intellectual Impairment have a restriction in
intellectual functioning and adaptive behaviour in which affects conceptual, social and
practical adaptive skills required for everyday life. This Impairment must be present before the
age of 18.
PARALYMPIC EVENTS
At Tokyo 2020 Paralympic the following events were conducted for disabled: Archery, Para
Athletics Boccia, Canoe, Cycling. Equestrian, Football 5-a-side, Football 7-a-side, Goal ball,
Judo, Para Power Lifting Rowing Sailing. Shooting, Para Sitting Volleyball, Para Swimming,
Table Tennis, Triathlon, Wheelchair Basketball Wheelchair Fencing. Wheelchair Rugby and
Wheelchair Tennis.
PARALYMPIC COMMITTEE INDIA:
Paralympic Committee of India is a non-partisan, non-profit organization, dedicated for the
development and upliftment of Physically Challenged Sportspersons, Athletes with mobility
disabilities, Amputation Blindness and Cerebral Palsy.
The Paralympic Committee of India formed in 1992 is in charge of organizing sports for
people with disabilities in India. They work with other groups to promote and develop these
sports, and their main goal is to find disabled athletes and train them to compete in different
events. Its headquarter is in Delhi and their main job is to help disabled people participate in
sports at different levels.
The Paralympic Committee of India (PCI) is the body responsible for selecting athletes to
represent India at the Paralympic Games and other international athletic meets and for
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managing the Indian teams at the events.

There are many activities in which disabled people participate, some have standard rules and
regulation whereas many of them are participated for recreation; to stay healthy or for body
fitness.The organization affiliated itself to the International Paralympic Committee, as well as
the International Wheelchair and Amputee Sports Federation; the FESPIC Federation,
covering countries in the Far East and South Pacific regions; and the Asian Paralympic
Committee.
DEAFLYMPICS
Deaflympics is an International Olympic Committee (IOC) sanctioned event at which deaf
athletes compete at a higher level. The games have been organized by the Comite International
des Sports des Sourds (CISS, "The International Committee Sports for the Deaf") since the
first event. It was formed in 1924 and is known as CISS. Deaflympics winter games were
initiated in 1949 at See-Feld, Austria. In 1955, CISS was included in National Olympic
Committee. The All-India Sports Council of Deaf is the National Apex Body for deaf sports
and is one of the 55 Sports Associations that are recognized by the Department of Youth
Affair and Sports. Earlier. Deaflympics Games were known as international Silent Games
after that it changes into the world games for the deaf. The recent name, Deaflympics was
formally adopted in 2001 the Deaflympics is given the same status as the Paralympics Games
and Olympic Games.
MOTTO OF DEAFLYMPICS
The motto of the Deaflympics is "Per ludos aequalitas" which means equality through sports.
MISSION
To cherish the value the spirit of Deaflympics where Deaf athletes strive to reach the pinnacle
of competitions by embracing the motto of PER LUDOS AEQUALITAS (Equality through
sports) and adhering to the ideals of Olympics
VISION
To promote sports for Deaf athletes without discrimination for political, religious, economic,
disability, gender or race reasons.
COMMITTEE OF DEAFLYMPICS
1. The Organising Committee shall be comprised of persons with management experience
(deaf and bearing) The OC shall enter into direct dialogue with the Secretariat by electronic
communication facilities.
2.The Organising Committee may form a centralised Secretariat with telephone/fax and
electronic communication facilities. The number of these communications should be
advertised on the Organising Committee's letterheads and web site, if any.
3. The bidding city awarded the Deaflympics shall start within a period of six (6) months after
winning the bid appoint by an Organising Committee and delegate to it the responsibility of
organising the Deaflympics.
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4 The Organising Committee is responsible for the organisation of the Deaflympics and must
enter into dialogue with the National Olympic Committee in regard to obtaining support for
the work of the Committee.
5. Team manager, Director, Leader (Chef de Mission) may visit the Deaflympics site one year
before opening of the Games. The Organising Committee shall determine one hour schedule
for site visits. Visits at any other times will not be assisted by the Organising Committee.
6. The Organising Committee shall get in touch with appropriate National Sports Federations
and work with their officials when determining the sports program for the Deaflympics
7. The Organising Committee may appoint an official Deaflympics travel agent for the travel
and accommodation needs of all sporting teams. The travel agency should have electronic
communication facilities. The appointment of the travel agent should be made two years prior
to the Deaflympics.
AIMS AND OBJECTIVES OF DEAFLYMPICS
1. To support and encourage educational, cultural, research and scientific activity that
contribute to the development and promotion of the Deaflympics
2. To fully enforce a drug-free sport environment for all deaf players in conjunction with the
World Anti-Doping Agency (WADA).
3. To supervise the organization of successful summer and winter Deaflympics.
4. To promote sports for deaf players without the discrimination for political, religious,
economical disability gender or race reasons.
5. To promote and contribute to the development of sports opportunities and competition from
gross root to higher level for deaf players
4.2 Concept of Classification and Divisioning in Sports :
In disability sports, the idea of classification and division is used to group athletes with
disabilities together to provide them with equal competition. The goal is very similar to the
mainstream sports system that groups athletes by age, gender, weight, etc. Classification or
division in disability sports aims to reduce or eliminate the impact of any of the factors, such
as age, gender, weight, or even abilities, on sports performance.
"Classification" refers to the process of grouping that is associated with para-athletes and the
Paralympics, classifies athletes according to various types of disabilities.
“Divisioning" refers to the process of grouping that is associated with Special Olympics. It is
a performance-based system that groups athletes according to their skill level,
4.2.1 Classification in Paralympics: IPC, has developed classification process which can
contribute “to sporting excellence and providing equitable competition.
Classification is undertaken to ensure that an Athlete’s impairment is relevant to sport
performance, and to ensure that the Athlete competes equitably with other Athletes” with fair
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chance to all participant athletes engaging in competitive sports.

According to the IPC, the classification process serves two roles. The first is to determine who
is eligible and minimum eligibility is impairment that limits to participate in an activity and
disability is permanent in nature.
The second is to group sportspeople for the purpose of competition.
Process Classification for Paralympics sports generally has three or 4 steps.
1. Does the athlete have at least one of the ten eligible impairments
2. Does the athlete meet the Minimum Impairment Criteria (MIC)
3. Which sport class should the athlete compete in?
4. Athlete evaluation:
i)Medical assessment.
ii)Functional assessment which involves two parts: first observing a sportsperson in training
and then observing the sportsperson in competition. There is a classification panel including
individual classifiers, medical classifiers, technical classifiers, a chief classifier.
4.2.2 10 Classifications in PARALYMPICS (eligible impairments)
1. Physical Impairment – There are eight different types of physical impairment:
a) Impaired muscle power: Impaired Muscle Power is a Health Condition that either
reduces or eliminates their ability to voluntarily contract their muscles in order to move or to
generate force.
b) Impaired passive range of movement : Athletes with Impaired Passive Range of
Movement have a restriction or a lack of passive movement in one or more joints.
c) Loss of limb or limb deficiency : A total or partial absence of bones or joints from partial
or total loss due to illness, trauma, or congenital limb deficiency.eg., amputation,
d) Leg-length difference : Athletes with Leg Length Difference have a difference in the
length of their legs as a result of a disturbance of limb growth, or as a result of trauma.
e) Short stature : Athletes with Short Stature have a reduced length in the bones of the
upper, lower limbs and/or trunk.
f) Hypertonia – Hypertonia is marked by an abnormal increase in muscle tension and reduced
ability of a muscle to stretch. Hypertonia may result from injury, disease, or conditions which
involve damage to the central nervous system. eg., cerebral palsy.
g) Ataxia :Ataxia is an impairment that consists of a lack of coordination of muscle
movements. eg., cerebral palsy,
h) Athetosis: Athetosis is generally characterized by slow involuntary movements and a
difficulty maintaining a symmetrical posture. eg., cerebral palsy
i)Vision Impairment:Athletes with Vision Impairment have reduced, or no vision caused by
damage to the eye structure, optical nerves or optical pathways, or visual cortex of the brain.
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j) Intellectual Impairment: Athletes with an Intellectual Impairment have a restriction in

intellectual functioning and adaptive behaviour in which affects conceptual, social and
practical adaptive skills required for everyday life. This Impairment must be present before the
age of 18.
4.2.Divisioning in Sports: Special Olympics uses a competitive-level matching or grouping
referred to as ‘divisioning’, which is a fundamental rule at Special Olympics. Athletes in
competitions are matched with others of the same gender, about the same age and most
importantly, of about the same competitive ability.
Competitions are structured so that athletes compete with other athletes of similar ability in
equitable divisions
Implementation of Divisioning An athlete’s ability is the primary factor.The ability of an
athlete or team is determined by an entry score from a prior competition. Other factors that are
significant in establishing competitive divisions are age and sex. In the process of divisioning,
athletes are firstly categorised as per their age group which is different for individual and team
sports, followed by Gender and lastly by their ability.
Process of Divisioning 1. Age Team Sports in under 16-21 years 22 and above
Individual Sports 8-11 years 12 – 15 years 16-21 years 22-29 years 30 and above
2. Gender: In the second step, athletes are grouped as per gender, in some circumstances
gender can be combined too.
3.Ability : Finally athletes in Special Olympics are grouped according to their skill abilities
scores which are recorded by committee through preliminary and on-site events. This makes
Divisioning in Special Olympics a process in which, before each competition, a time, score or
skill assessment is submitted for each athlete or team. For events that are not timed or
measured, such as football and badminton, there is a series of short games between athletes or
teams or an assessment of each athlete or team’s ability by a committee. The divisions are then
set up based on the information on each athlete’s skill level so that each set of competitors is
closely matched.
Maximum Effort Rule : To achieve the intentions of fairness, there is a ‘maximum efforts
rule’, wherein athletes are expected to give their maximum effort during divisioning process
Athletes who do not participate honestly and do not adhere to the maximum effort rule in all
preliminary trials or final rounds violate the true spirit of competition and may even be
disqualified from competition
4.3. Concept of Inclusion in sports, its need, and Implementation;
The Right to Education ensures that every child between the ages of 6 and 14 has the fundamental
right to receive an education, including those with disabilities and disorders. It is the
responsibility of all schools to provide opportunities for these students to develop their abilities
through learning.
4.3.1 Encouraging Inclusion through Physical Education and Sports
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1. Role of Family: The family plays a vital role in promoting a healthy lifestyle for a child with a
disability through supporting their participation in sports and recreational activities. It is important
for the family to accept the reality of the child's condition and treat them equally. A structured
routine that includes sports can help the child develop physically and mentally. Parents should
identify the child's unique abilities and seek professional help to support their growth in those
areas.
2. Role of School: Schools have a responsibility to provide structured programs of sports and
infrastructure suitable for children with special needs. for their development. They should have
trained teachers to help specially-abled children access adapted games and equipment for holistic
development. Schools should also conduct intra and extramural sports competitions. Finally,
teachers or coaches should help children transition towards competitive sports under different
organizations.
3.Role of Organizations: There are some organizations working at the grass root level to
promote adapted sports. These organizations are responsible for training teachers and coaches for
teaching, coaching and organizing sports events at Zonal, District, State, National and
International levels
4.3.2 INCLUSION - ITS NEEDS AND IMPLICATION
Inclusion is a vast concept that implies including everyone in education without being judgmental
about the abilities, appearance, economic condition etc. It is based on the notion that Inclusive
Education is more effective for students with special needs since they get a mixed experience.
Inclusion plays a big role in creating a safe, comfortable and emotionally secure environment in
any educational institution.
Need for Inclusive Education Inclusive education provides a student training for real life
situations as all students, with or without disabilities, learn to interact and work collectively.
1. Builds Self Esteem: In inclusive classrooms, there are a variety of learners with different
learning styles. This promotes discussion and understanding of differences between students.
Children with special needs may feel more confident and less stigmatized while attending a
regular school, can boost self-esteem in people with disabilities and also foster friendships.
2. Improves Social and Communication Skills: Inclusive education allows students with and
without disabilities to develop better social & communication skills. Because social &
communication skills are best learned through observing and learning from others, This is
especially the case for students with intellectual disabilities, such as autistic students.
3. Enhances Sensitivity: It has been noted that students without disabilities become more
sensitive if they study in a classroom where they have students with special needs. They
understand and appreciate their emotions and feelings and become more sensitive and caring
towards them.
4. Creates Better Understanding and Appreciation of others: In an inclusive classroom,
students with or without special needs understand and appreciate the strengths and weaknesses of
their classmates. They learn to understand and appreciate these differences.
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5. Creates a Sense of Belonging – All children are able to be part of a community and develop a
sense of belonging. CWSN enjoy the acceptance and develop a feeling of belonging to the group
of students with or without special needs.
6. Enhances Academic Performance – Inclusive education leads to better academic
performance than in exclusive education. It provides better opportunities for learning as children
with varying abilities are often better motivated when they learn in classes surrounded by other
children
7. Improves Performance – Since the expectations of all the children are higher in a mixed
abilities classroom, inclusion attempts to develop an individual’s strengths and gifts by stretching
each individual to optimal performance.
Implementation of Inclusive Education in India In India, the number of children/persons with
disabilities or special needs is really large. India should emphasize on the following measures for
effective implementation of inclusive education
1. Ensuring effective implementation of the Right to Education in all states so that no child is left
out of the ambit of education so that we are able to take care of the needs of CWS
2. Equipping teachers, especially in rural areas, through appropriate training and in-service
workshops to teach CWSN in an inclusive classroom.
3. Developing a support team through regular analysis of schools, curriculum and amenities in
order to give access to the regular curriculum methods to children with difficulties in learning
4. Encouraging a flexible approach towards curriculum whereby teachers and students are able to
resolve the problems that they face during the teaching learning process.
5. Involving parents as partners and as a resource in the decision-making process for enhancing
their child’s learning.
6. Looking at all children at what they can do rather than what they cannot do. It is important to
recognize for their talents, capabilities and abilities.
7. Designing schools and classes in ways that help children learn and achieve to their fullest
Enrolling of CWSN in regular schools requires a lot of adjustments in terms of classrooms, and
educational materials.
8. Developing education goals according to each child’s abilities. Curriculum experts should
carefully design programmes and suitable examination system so that all the children with or
without special needs in inclusive education meet the challenges and changing trends.
9. Making sincere efforts to develop good relations and understanding between families of
students with disabilities and without disabilities.
10. Providing students related materials like uniforms, books, stationery, transport allowance,
stipend for girls, boarding and lodging facilities, therapeutic services, teaching and learning
materials, assistive devices, etc., to CWSN from the school
11. Inclusive Education means that all children are taught in regular classrooms, but it doesn't
prevent individual children from leaving the classroom for specific reasons, such as needing one-
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on-one help in a subject. Schools consider how often this happens and why. Inclusive Education
doesn't group children with disabilities together in separate classrooms.

4.4 Advantage Of Physical Activities For Children With Special Needs

People with disabilities should first consult a physician before beginning a program of
physical activity. Children with special needs have less opportunities to be physically active
and, therefore, are at higher risk for complications associated with inactivity.
The benefits of regular physical activity for children with special needs can range from
physical, emotional and social.
1. Physical benefits :Participation in physical activity and sport leads to improved levels of
well-being and physical health. Regular involvement in physical education and sport can help
them to develop their gross motor and fine motor skills which may improve their overall
performance. When encouraged to participate in a regular fitness routine, many CWSN show
improvement in everything from their hand-eye coordination and flexibility, to their muscle
strength, endurance, and even cardiovascular efficiency.
2. Mode of Recreation and Fun -- CWSN frequently miss out on social activities, recreation
and fun. Participation in extracurricular and sports activities can help them overcome this
obstacle, providing them with the ability to engage in social interactions, make friends and
initiate social skills.
3. Improved Emotional Health. CWSN often tend to have more emotional problems like
depression. Participating in regular exercise can be a life-changing benefit by improving
mental health and wellbeing. Physical activity can also improve general mood and wellness,
4. Channelizing the Surplus Energy – Children with disabilities like ADHD display hyperactivity
that, if appropriately directed, can bear positive results regarding cognitive benefits and
constructive behaviour.
5. Psychological benefits –Regular participation in sports and physical activities is not just
beneficial for the body, it is beneficial for the mind, too. Physical activity improves general
mood and wellness in CWSN by improving their self-esteem, social awareness, and self-
confidence,
6. Healthy lifestyle – CWSN are about twice as likely to be overweight or obese often due to
being sedentary. As a result of their disability, their levels of participation in sports and
physical activity is much lower than their peers. It is imperative that these children, as much or
more, than other students must learn what about the steps to leading a healthy lifestyle,
7. Behavioural Benefits – The energetic nature of physical education leads to cognitive
improvements in CWSN, allowing them to develop skills .Sports and Games are a structured
activity with a set of rules and organisation. They help the child learn to practice self-
regulation and enhance their decision- making skills.
8. Increased Independence – Participation in Physical Education and Sports is a mode to
transit towards greater independence due to improved daily life skills. For a person with a
disability, an increase in physical activity can lead to more independence and freedom.
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Increased physical strength and energy that come from regular exercise allows persons with
disability to do more daily tasks without assistance.
4.5 Strategies To Make Physical Activities Accessible For Children With
SPECIAL NEED
The following strategies can be implemented to make Physical Activities accessible for
children with special need :
1. Medical Check-up: First of all, it is essential to have a medical check-up of all the children
with special needs or with various disabilities. Because without medical check-up, the teachers
of physical education cannot come to know about the type of disability the child is facing.
Indeed, to make physical activities accessible for the children with special needs, we need to
understand the type of disabilities of the children.
2. Physical Activities Must Be Based on Interests of Children: Physical activities must be
based on the interests, aptitudes, abilities and limitations of children with special needs. So,
the teachers of physical education can made physical activities accessible for children with
special needs more easily.
3. Equipment Related to Physical Activities Should Be According to the Needs of
children: The equipment’s/ objects related to physical activities should be according
to the needs of children. These equipment’s should vary in size, shape, colour and weight.
This equipment should be according to the capability and level of children. A child with visual
impairment should use bright coloured ball. A yarn should be tied to the ball to bring the ball
back to children.
4. Specific Environment Should Be Provided: The area of physical activities should be
limited as movement capabilities of children with special needs are limited. Specially, in case
of children who have autism, they must be provided specific playing area because they may
need some time to relax.
5. A Variety of Different Instructional Strategies Should Be Used: For performing various
types of physical activities, a variety of different instructional strategies such as verbal, visual
and peer teaching should be used. Pictorial books are also vital in terms of instructions
regarding physical activities.
6. Rules Should Be Modified According to the Needs of Children with Disabilities: The
rules of the physical activities should be simple can be modified according to the needs of the
children. They can be provided extra attempt or time to perform a physical activity. They can
also be given additional resting time before doing the next physical activity.
7. Children’s Previous Experience Must Be Taken into Consideration: For making
physical activities more accessible for children with special needs, the concerned teacher of
physical education should have comprehensive understanding and knowledge of children’s
previous experience about physical activities.
In conclusion it can be said that the above-mentioned strategies are very significant to make
physical activities accessible for children with special needs.