INTRODUCTION

CHAPTER ONE
1.What is Adapted Physical Education?
Adapted physical education (APE) is specially designed instruction in physical education that has
been adapted or modified so that it is as appropriate for the person with a disability as it is for a
person without a disability.
Federal law mandates that physical education be provided to students with disabilities and defines
physical education as the development of:
 physical and motor skills
 fundamental motor skills and patterns (throwing, catching, walking, running, etc)
 skills in aquatics, dance, and individual and group games and sports (including intramural and
lifetime sports)
Adapted physical educators provide APE instruction and services to students with disabilities who
qualify for special education services under the Individuals with Disabilities Education Improvement
Act (commonly referred to as [IDEA]; IDEA, 2004).

Adapted physical education and sport is a program that aims to provide learners with disabilities with the
skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness
and wellness1. To include adapted sports in general physical education, you need to2:

• Determine the sport to play and then cross-reference that sport to an adapted sport.

• Learn about similarities and differences between traditional and adapted sports skills and rules.

• Assess the performance of all students for the skills needed to successfully participate.

1.1 Attributes of a physical education teacher

Teachers who teach students with disabilities need to be :

-accepting of individual differences -supportive and caring

-creative -responsible

-organized -flexible

-patient
 1.2 Societal norms
In contexts where their differences are visible, persons with disabilities often face stigma. People
frequently react to disabled presence with fear, pity, patronization, intrusive gazes, revulsion, or
disregard. These reactions can, and often do, exclude persons with disabilities from accessing
social spaces along with the benefits and resources these spaces provide.Disabled
writer/researcher Jenny Morris describes how stigma functions to marginalize persons with
disabilities:

Going out in public so often takes courage. How many of us find that we can't dredge up the
strength to do it day after day, week after week, year after year, a lifetime of rejection and
revulsion? It is not only physical limitations that restrict us to our homes and those whom we
know. It is the knowledge that each entry into the public world will be dominated by stares, by
condescension, by pity, and by hostility.

Additionally, facing stigma can cause harm to the psycho-emotional well-being of the person
being stigmatized. One of the ways in which the psycho-emotional health of persons with
disabilities is adversely affected is through the internalization of the oppression they experience,
which can lead to feeling that they are weak, crazy, worthless or any number of other negative
attributes that may be associated with their conditions. Internalization of oppression damages the
self-esteem of the person affected and shapes their behaviors in ways that are compliant with
dominance of those with no acknowledged disability.Ableist ideas are frequently internalized
when disabled people are pressured by the people and institutions around them to hide and
downplay their disabled difference, or, "pass". According to writer Simi Linton, the act of
passing takes a deep emotional toll by causing disabled individuals to experience loss of
community, anxiety and self-doubt

Disabled vs disability. Which is right?

Disabled vs person with a disability. Autistic vs person
with autism. These terms can actually be very different
from one another.

1.3 Describing Disability

Words are very important, and as we all know, they can be very harmful if used carelessly. Sometimes the
words people use to describe things started out being okay, but over time, became words that people felt
bad about using and made others feel bad when they used them. Some words were never very nice or
respectful words to describe people in the first place. Or, sometimes a word is okay, but people just use it
in the wrong way.
 1.4 Bad Words: Some Inappropriate or Bad Terms – Don’t Use These!

Handicapped: A person is not handicapped, but people or places that do not consider the needs
of an individual may turn out to be a handicap. For example, inaccessible buildings are
handicaps to people with disabilities. As more places are made accessible, people who use
wheelchairs will experience fewer such “handicaps.”

Crippled: Some people with and without disabilities still occasionally use this old term. Many
people see this word as a “put-down” to people with disabilities and don’t like to hear it.

Retarded: Retarded (or retard) is a term that should never be used to label someone. Mental
retardation is a medical term to describe a person with a condition such as Down syndrome.

Birth defect: Most people with disabilities do not see their disability as a defect. It doesn’t
matter if they were born with their disability or developed the disability later in life.

Disabled person: When referring to a person with a disability, refer to the person first and the
disability second. You should always say “person with a disability.”

1.5 Assistive technology

Assistive technology is a generic term for devices and modifications (for a person or within a
society) that help overcome or remove a disability. The first recorded example of the use of a
prosthesis dates to at least 1800 BC. The wheelchair dates from the 17th century.The curb cut
is a related structural innovation. Other examples are standing frames, text telephones,
accessible keyboards, large print, braille, and speech recognition software. Disabled people
often develop adaptations which can be personal (e.g. strategies to suppress tics in public) or
community (e.g. sign language in d/Deaf communities).

As the personal computer has become more ubiquitous, various organizations have formed to
develop software and hardware to make computers more accessible for disabled people. Some
software and hardware, such as Voice Finger, Freedom Scientific's JAWS, the Free and Open
Source alternative Orca etc. have been specifically designed for disabled people while other
software and hardware, such as Nuance's Dragon NaturallySpeaking, were not developed
specifically for disabled people, but can be used to increase accessibility. The LOMAK
keyboard was designed in New Zealand specifically for persons with disabilities. The World
Wide Web consortium recognized a need for International Standards for Web Accessibility for
persons with disabilities and created the Web Accessibility Initiative .
 CHAPTER TWO
TYPES OF DISABILITIES
(INDIVIDUALS WITH UNIQUE NEEDS)
2.1 Intellectual disability (Mental Retardation)

Intellectual disability (ID), also known as general learning disability in the United Kingdom[3] and
formerly mental retardation,[4][5] is a generalized neurodevelopmental disorder characterized by significantly
impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or
more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under the DSM-
5 as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from
instruction and experience, and practical understanding confirmed by both clinical assessment and
standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving
tasks performed by people in their everyday lives.[6]

2.1.1Signs and symptoms

Intellectual disability (ID) becomes apparent during childhood and involves deficits in mental abilities, social
skills, and core activities of daily living (ADLs) when compared to same-aged peers.[11] There often are no
physical signs of mild forms of ID, although there may be characteristic physical traits when it is associated
with a genetic disorder (e.g., Down syndrome).[12]
The level of impairment ranges in severity for each person. Some of the early signs can include:[12]

 Delays in reaching, or failure to achieve milestones in motor skills development (sitting, crawling,
walking)
 Slowness learning to talk, or continued difficulties with speech and language skills after starting to talk
 Difficulty with self-help and self-care skills (e.g., getting dressed, washing, and feeding themselves)
 Poor planning or problem-solving abilities
 Behavioral and social problems[13]
 Failure to grow intellectually, or continued infant childlike behavior
 Problems keeping up in school
 Failure to adapt or adjust to new situations
 Difficulty understanding and following social rules[11]

2.1.2 Causes
-Genetic conditions. Sometimes disability is caused by abnormal genes inherited from parents

-Problems during pregnancy. Intellectual disability can result when the fetus does not develop properly

 Problems at birth. If a baby has problems during labor and birth, such as not getting enough oxygen, they
may have a developmental disability due to brain damage.
-Malnutrition is a common cause of reduced intelligence in parts of the world affected by famine, such as
Ethiopia and nations struggling with extended periods of warfare that disrupt agriculture production and
distribution.

2.2.Emotional or behavioral disability

An emotional or behavioral disability is a disability that impacts a person's ability to effectively recognize,
interpret, control, and express fundamental emotions. The Individuals with Disabilities Education Act of 2004
characterizes the group of disabilities as Emotional Disturbance (ED). This term is controversial as it is seen
by some as excluding or even discriminating against students with behavior issues and just focuses on the
emotional aspects.

2.3.Autism spectrum
Autism, formally called autism spectrum disorder (ASD) or autism spectrum
condition (ASC),is a neurodevelopmental disorder marked by deficits in reciprocal
social communication and the presence of restricted and repetitive patterns of behavior. Other
common signs include difficulty with social interaction, verbal and nonverbal communication,
along with perseverative interests, stereotypic body movements, rigid routines, and hyper- or
hyporeactivity to sensory input. Autism is clinically regarded as a spectrum disorder, meaning
that it can manifest very differently in each person. For example, some are nonspeaking, while
others have proficient spoken language. Because of this, there is wide variation in the support
needs of people across the autism spectrum.
There are many theories about the causes of autism; it is highly heritable and mainly genetic, but
many genes are involved, and environmental factors may also be relevant.[7] The syndrome
frequently co-occurs with other conditions, including attention deficit hyperactivity
disorder, epilepsy, and intellectual disability. Disagreements persist about what should be
included as part of the diagnosis, whether there are meaningful subtypes of autism and the
significance of autism-associated traits in the wider population. The combination of broader
criteria, increased awareness, and potentially increasing actual prevalence, has led to a trend of
steadily increasing estimates of autism prevalence, perpetuating the disproven myth that it
is caused by vaccines
Psychiatry has traditionally classified autism as a mental disorder, but the autism rights
movement and an increasing number of researchers see autism as part of neurodiversity, the
natural diversity in human thinking and experience, with strengths, differences, and
weaknesses.From this point of view, autistic people often still have a disability, but need to be
accommodated rather than curedThis perspective has led to significant controversy among those
who are autistic and advocates, practitioners, and charities. As of 2023, consensus is growing
among researchers of various empirical and theoretical positions that the established ASD
criteria are ineffective to describe autism as a unitary biological entity, and that alternative
research approaches should be encouraged.
There is no cure for autism. Although early intervention services based on applied behavior
analysis (ABA) can help children gain self-care, social, and language skills,[19][20][21][22] independent
living is unlikely in more severe forms of the condition. Speech and occupational therapy, as
well as implementing alternative modes of communication, are effective adjunctive therapies,
but some in the autism rights movement consider ABA therapy unethical and unhelpful.
 Pharmacological treatments also may be useful; the atypical
[23]

antipsychotics risperidone and aripiprazole are empirically validated for alleviating co-morbid
irritability, though these drugs tend to be associated with weight gain and sedation.[24]

2.3.1Common signs for autism spectrum disorder

 avoidance of eye-contact
 little or no babbling as an infant
 not showing interest in indicated objects
 delayed language skills (e.g. having a smaller vocabulary than peers or difficulty expressing themselves in words)
 reduced interest in other children or caretakers, possibly with more interest in objects
 difficulty playing reciprocal games (e.g. peek-a-boo)
 hyper- or hypo-sensitivity to or unusual response to the smell, texture, sound, taste, or appearance of things
 resistance to changes in routine
 repetitive, limited, or otherwise unusual usage of toys (e.g. lining up toys)
 repetition of words or phrases (echolalia)
 repetitive motions or movements, including stimming
 self-harming

2.4.Learning disability
Learning disability, learning disorder, or learning difficulty (British English) is a condition in the brain that
causes difficulties comprehending or processing information and can be caused by several different factors.
Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different
manner. Therefore, some people can be more accurately described as having a "learning difference", thus
avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative
stereotyping
2.4.1Common signs that a person may have learning disabilities include the following:
 Problems reading and/or writing.
 Problems with math.
 Poor memory.
 Problems paying attention.
 Trouble following directions.
 Clumsiness.
 Trouble telling time.
 Problems staying organized.

2.4.2 Effects
[The effects of having a learning disability or learning difference are not limited to educational outcomes:
individuals with learning disabilities may experience social problems as well. Neuropsychological differences
can affect the accurate perception of social cues with peers.[24] Researchers argue persons with learning
disabilities not only experience negative effects as a result of their learning distinctions, but also as a result of
carrying a stigmatizing label.
 2.4.3 Causes
The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a
learning disability. However, some causes of neurological impairments include:

 Heredity and genetics: Learning disabilities are often linked through genetics and run in the family.
Children who have learning disabilities often have parents who have the same struggles. Children of
parents who had less than 12 years of school are more likely to have a reading disability. Some children
have spontaneous mutations (i.e. not present in either parent) which can cause developmental
disorders including learning disabilities. One study estimated that about one in 300 children had such
spontaneous mutations, for example a fault in the CDK13 gene which is associated with learning and
communication difficulties in the children affected.
 Problems during pregnancy and birth: A learning disability can result from anomalies in the developing
brain, illness or injury. Risk factors are foetal exposure to alcohol or drugs and low birth weight (3 pounds
or less). These children are more likely to develop a disability in math or reading. Children who are born
prematurely, late, have a longer labor than usual, or have trouble receiving oxygen are more likely to
develop a learning disability.]
 Accidents after birth: Learning disabilities can also be caused by head injuries, malnutrition, or by toxic
exposure (such as heavy metals or pesticides).
2.5.Visual impairment

Visual or vision impairment (VI or VIP) is the partial or total inability of visual perception. For the former
and latter case, the terms low vision and blindness respectively are often used. In the absence of treatment such
as corrective eyewear, assistive devices, and medical treatment – visual impairment may cause the individual
difficulties with normal daily tasks including reading and walking.[6] In addition to the various permanent
conditions, fleeting temporary vision impairment, amaurosis fugax, may occur, and may indicate serious
medical problems.

Visual impairment can also be caused by problems in the brain due to stroke, premature birth, or trauma,
among others.[

The World Health Organization (WHO) estimates that 80% of visual impairment is either preventable or
curable with treatment.[1

2.6.Deaf,Hard of hearing,Deafblindness

Deaf

 Deafness is defined as a degree of loss such that a person is unable to understand speech, even in the
presence of amplification. In profound deafness, even the highest intensity sounds produced by
an audiometer (an instrument used to measure hearing by producing pure tone sounds through a range of
frequencies) may not be detected. In total deafness, no sounds at all, regardless of amplification or method
of production, can be heard.

Hard of hearing

Hard of hearing is a partial or total inability to hear. Hearing loss may be present at birth or acquired at any
time afterwards.Hearing loss may occur in one or both ears.] In children, hearing problems can affect the
ability to acquire spoken language, and in adults it can create difficulties with social interaction and at
work. Hearing loss can be temporary or permanent. Hearing loss related to age usually affects both ears and is
due to cochlear hair cell loss. In some people, particularly older people, hearing loss can result in loneliness.]
Hearing loss may be caused by a number of factors, including: genetics, ageing, exposure to noise,
some infections, birth complications, trauma to the ear, and certain medications or toxins.A common condition
that results in hearing loss is chronic ear infections.

Deafblindness

Deafblindness is the condition of little or no useful hearing and little or no useful sight. Different degrees
of vision loss and auditory loss occur within each individual. Because of this inherent diversity, each deafblind
individual's needs regarding lifestyle, communication, education, and work need to be addressed based on their
degree of dual-modality deprivation, to improve their ability to live independently.

The medical condition of deafblindness occurs in different forms. For some, this condition might happen
congenitally from birth as a result of genetic defect, for others it happens suddenly due to a form of illness or
accident that results in a modality deprivation of either vision or hearing, or both. A person might be born deaf
and become blind at a later stage in life, or vice versa. In any given case of deafblindness, many possible
onsets and causes of this condition exist; some happen gradually, others happen unexpectedly and suddenly.

2.7.Cerebral palsy

Cerebral palsy is a group of disorders that affect normal movement in different parts of the body.
This condition can cause problems with posture, manner of walking (gait), muscle tone, and
coordination of movement.

The word “cerebral” refers to the brain’s cerebrum, which is the part of the brain that regulates
motor function. “Palsy” describes the paralysis of voluntary movement in certain parts of the
body.

There are several types of cerebral palsy that are characterized by the location of the brain injury.
Symptoms can vary depending on where and how badly the brain was damaged.

Cerebral palsy is caused by damage to the fetal or infant brain. It can be difficult to pinpoint the
exact cause of the brain damage, but there are several factors that may cause a child to develop
the condition.
 2.7.1 Common cerebral palsy causes include:

Bacterial and viral infections such as meningitis

Bleeding in the brain (hemorrhaging)

Head injuries sustained during birth or within the first few years of infancy

Lack of oxygen to the brain (asphyxia) before, during, or after birth

Prenatal exposure to drugs and alcohol

Prenatal exposure to raw/undercooked meat or fish

If the brain is damaged within the first 5 years of life, it may not develop properly.

Damage to the parts of the brain that control motor function can cause children to struggle with
muscle tone, posture, balance, and movement.

2.7.2Cerebral palsy caused by medical negligence

Some children develop cerebral palsy as the result of a birth injury caused by medical
malpractice or negligence. These cerebral palsy cases stem from inadequate care from medical
professionals during the childbirth process.

Examples of medical negligence that can lead to cerebral palsy include:

Failure to detect and/or properly treat infections

Failure to detect changes in fetal heart rate

Failure to schedule or perform a medically advisable cesarean section (C-section)

Failure to detect a prolapsed umbilical cord (which can cut off oxygen to the baby)

Improper use of delivery tools, such as vacuum extractors and forceps

 2.7.3 Cerebral palsy signs & symptoms

Cerebral palsy in babies can cause numerous physical and neurological symptoms that can
greatly affect a child's development. These cerebral palsy symptoms can differ for each child
depending on the severity and location of the brain damage.

2.7.4 Physical symptoms

-Contractures (shortening of muscles) -Involuntary movements or tremors

-Drooling -Stiff muscles (spasticity)

-Exaggerated or jerky reflexes -Problems with movement on one side of the body

-Floppy muscle tone -Problems swallowing or sucking

-Gastrointestinal problems -Incontinence

-Lack of coordination and balance

2.7.5 Neurological symptoms

-Buildup of cranial pressure due to fluid imbalance (hydrocephalus)

-Behavioral problems -Visual/hearing impairments

-Delayed motor skill development -Sensory impairments

-Difficulty with speech and language (dysarthria)

2.8.Dwarfism

is short stature that results from a genetic or medical condition. Dwarfism is generally defined as
an adult height of 4 feet 10 inches (147 centimeters) or less. The average adult height among
people with dwarfism is 4 feet (122 cm).

Many different medical conditions cause dwarfism. In general, the disorders are divided into two
broad categories:
2.8.1Disproportionate dwarfism. If body size is disproportionate, some parts of the body are
small, and others are of average size or above-average size. Disorders causing disproportionate
dwarfism inhibit the development of bones.

2.8.2Proportionate dwarfism. A body is proportionately small if all parts of the body are small
to the same degree and appear to be proportioned like a body of average stature. Medical
conditions present at birth or appearing in early childhood limit overall growth and development.

Causes

Most dwarfism-related conditions are genetic disorders, but the causes of some disorders are
unknown.

2.9.Spinal cord injury

A spinal cord injury involves damage to any part of the spinal cord. It also can include damage to
nerves at the end of the spinal cord, known as the cauda equina. The spinal cord sends and
receives signals between the brain and the rest of the body. A spinal cord injury often causes
permanent changes in strength, feeling and other body functions below the site of the injury.

People who have had a spinal cord injury also may experience mental, emotional and social side
effects.

Loss of feeling and control of movement is known as paralysis. Paralysis from a spinal cord
injury can be referred to as:

Tetraplegia, also known as quadriplegia. This means that your arms, hands, trunk, legs and
pelvic organs are all affected by your spinal cord injury.

Paraplegia. This paralysis affects all or part of the trunk, legs and pelvic organs but not the
arms.

Your healthcare team performs a series of tests to determine the neurological level and
completeness of your injury.

2.9.1 Spinal cord injuries can cause the following symptoms:

-Loss of movement.
-Loss of or a change in sensation. This includes a change in the ability to feel heat, cold and
touch.

-Loss of bowel or bladder control.

-Exaggerated reflex activities or spasms.

-Changes in sexual function, sexual sensitivity and fertility.

-Pain or an intense stinging sensation caused by damage to the nerve fibers in the spinal cord.

-Trouble breathing, coughing or clearing secretions from the lungs.

-Emergency symptoms

-Emergency symptoms of a spinal cord injury after an accident include:

-Extreme back pain or pressure in the neck, head or back.

-Weakness, incoordination or loss of control in any part of the body.

-Numbness, tingling or loss of feeling in the hands, fingers, feet or toes.

-Loss of bladder or bowel control.

-Trouble with balance and walking.

-Trouble breathing after injury.

-A twisted neck or back.

2.10.Students with other special conditions,injuries ,longer term disabilities

and ,obesity????

CHAPTER THREE
3.What Is Perceptual Motor Development?
Perceptual motor development involves brain functions necessary to plan and make decisions
from simple to more complex. Building perceptual motor skills allows children to practice these
complex and unfamiliar tasks such as stepping back without looking or touching the right hand
to the left knee (spatial awareness). Mastery of these perceptual motor skills sets a foundation for
being more active and completing important day-to-day activities independently while preparing
to read, write and master more complex skills. Young children need to be taught and provided
with opportunities to practice perceptual motor skills; they do not just occur overnight (2).
Waiting until elementary school (when specific sports and other physical activities are
introduced) to teach motor skills to the child contributes to her lack of self-efficacy and
consequently their ability to successfully participate. Children who do not develop these skills in
their early years will eventually gravitate away from active sports, games and dance towards less
threatening sedentary hobbies .

Unlike fundamental movement skills that form the building blocks for movement, such as hopping,
jumping, running or balance, perceptual motor development connects a children's perceptual or sensory
skills (the brain) to their motor skills (the body) so they can perform a variety of movements and
confidently interact with their environment (1). Developing perceptual motor skills involves teaching
children movements related to time (e.g. moving fast vs slow), direction (moving forward, back or to the
side) and spatial awareness (e.g. crossing their arm from the right side of the body to the left or tapping
their heel to the ground).

3.1Locomotor disability:

1. "Locomotor disability" refers to any form of cerebral palsy or a condition of the bones,
joints, or muscles that restricts limb movement significantly.
2. Mobility disability is another name for locomotor disability.
3. Temporary or permanent locomotor impairment can be caused by a variety of medical
problems.
4. The estimation of locomotor disability is based on functional impairment.
5. Any loss or aberration of a psychological, physiological, or anatomical structure or
function in a human being is classified as impairment.

3.2 Visual Perception

Visual perception is the ability to perceive our surroundings through the light that enters our
eyes. The visual perception of colors, patterns, and structures has been of particular interest in
relation to graphical user interfaces (GUIs) because these are perceived exclusively through
vision.

A visual processing, or perceptual, disorder refers to a hindered ability to make sense of

information taken in through the eyes. This is different from problems involving sight or
sharpness of vision. Difficulties with visual processing affect how visual information is
interpreted or processed by the brain.

3.3 Hearing, or auditory perception

Hearing, or auditory perception, is the ability to perceive sounds through an organ, such as an
ear, by detecting vibrations as periodic changes in the pressure of a surrounding medium. The
academic field concerned with hearing is auditory science.

3.4 Kinesthetic perception

Tactile and kinesthetic perceptions usually go hand in hand; together, they are called haptic.
Tactile perception refers to the sense of touch, while kinesthetic perception deals with the sense
of body movements and muscle feelings.

They provide information about object qualities, bodily movements, and their interrelationships.
They thus constitute the basic rubric of perceptual-motor learning.

CHAPTER FOUR
4.Fitness games and activities for different physical and Mental
disabilities
(Inclusive School Physical Education and Physical Activity)
All students, regardless of ability, should get the recommended 60 minutes or more of daily
physical activity. Schools can help all students meet this recommendation by providing equal
opportunities for students with disabilities.1 Creating an inclusive culture for physical education
and physical activity helps every student learn to lead a healthy and active lifestyle.

4.1What is inclusion?

Inclusion means that, “All children, regardless of ability or disability, have the right to be
respected and appreciated as valuable members of the school community, fully participate in all
school activities, and interact with peers of all ability levels with opportunities to develop
friendships.

4.2 Inclusive physical education and physical activity:

Includes students with disabilities in regular physical education classes. Specifically, teaching
strategies, equipment, environments, and assessments have been adapted to meet the needs of all
students.

Supports students with disabilities who want to participate in other physical activities before,
during, and after school.

Encourages students with disabilities to have the same roles and experiences as their peers who
do not have a disability during physical education and other physical activities.

4.3 Recommended exercises for Intellectual Disabilities (ID)

The benefits of regular cardiorespiratory exercise for individuals with ID include reduced risk of
cardiovascular disease, type 2 diabetes, arthritis, hypertension, depression, and obesity (2,4,7,8).
In addition to the cardiorespiratory exercise training, resistance training should be implemented.
Resistance training is safe and effective for individuals with ID as a method to increase muscular
strength, endurance, range of motion, and balance when performed under proper professional
supervision

It is also important for the fitness professional to be aware that many individuals with ID take
prescription medications that could affect the response to exercise and performance. Common
 health conditions for which medication is prescribed for this population include seizure
disorders, hypertension, high cholesterol, and depression

4.4Recommended exercises for Behavioral disabilities

Movement such as yoga and aerobic exercise can also be therapeutic by aiding with regulation
and the ability to understand how one's mind influences behavior.

4.5Recommended exercises for visualy impaired students

-Balance beam play. -Jump on trampoline.

-Ball play (balls with bells or beeper balls) -Hoop play (roll, follow and pick up)

-Bean Bag toss at board with hole or at plastic bottles -Gymnastics

filled with sound making materials. -Dancing.

-Bumper Bowling. .

4.6 Recommended exercises for deaf

Group games such as football, netball, cricket and rounders work well for everyone and
particularly for deaf children as they have clearly defined rules. Staying in position to catch, hit,
kick or throw a ball all requires balance.

4.7Recommended exercises for deaf blind students

Swimming is an excellent fitness activity for individuals who are visually impaired or deafblind,
if they swim laps or participate in aqua aerobics or similar activities. There are few barriers, and
the swimmer can move freely without worrying about obstacles, especially when lines clearly
mark lane widths.

4.8 Recommended exercises for cerebral palsy

 Arm cycling.
 Chair aerobics that combine the upper body and cardio movements.
 Dancing.
 The use of wide elastic bands for resistance training.
 Jogging.
 Leg cycling.
 Rowing.
 Stair climbing.

4.9 Recommended exercises for Dwarfism

There are a wide range of sports which a person with dwarfism can do, including swimming,
football, badminton

4.10 Recommended exercises for Amputation

swimming, archery, sitting volleyball, wheelchair basketball, rowing, canoeing, sailing,

powerlifting, fencing, badminton, tennis and table tennis

4.11 Recommended exercises for Spinal cord disabilities

Exercise guidelines specific to persons with SCI recommend progressive training beginning at 20
min of moderate to vigorous intensity aerobic exercise twice per week transitioning to 30 min
three times per week, with strength training of the major muscle groups two times per week
 CHAPTER FIVE
5.PARALYMPICS
5.1 Historical background

The Paralympic Games or Paralympics, are a major international sports event. People with
physical disabilities compete in these games. They are called Paralympians. They include people with
disabilities that affect movement, amputations, blindness, and cerebral palsy.

All Paralympic Games are governed by the International Paralympic Committee (IPC). History
The Paralympics started as a small gathering of British World War I I veterans in organised by
Sir Ludwig Guttmann in 1948. They became one of the largest international sport events by the
early 21st century.

Paralympic athletes compete in six different disability groups—amputee, cerebral palsy, visual
impairment, spinal cord injuries, intellectual disability, and “les autres” (athletes whose disability
does not fit into one of the other categories, including dwarfism). Within each group, athletes are
further divided into classes on the basis of the type and extent of their disabilities. Individual
athletes may be reclassified at later competitions if their physical status changes .

Rome, Italy

The Stoke Mandeville Games later became the Paralympic Games which first took place in
Rome, Italy, in 1960 featuring 400 athletes from 23 countries. Since then they have taken
place every four years.

International Paralympic Committee

Paralympic symbol
5.2ETHIOPIA IN THE PARALYMPIC GAMES