Anthology

Teaching students with special needs
Fabian Francis
081123090

Mr. A. Solomon
Mico University College
April 23, 2012

Introduction

This anthology seeks to give readers an understanding of various disease and sickness students in a physical education class may suffer from. Time to time it has been a problem for students suffering from the disease, teachers and normal students in the class to react positively in a physical education class. As the motto of the Ministry of Education states that “Every child can learn, every child must learn,” it is the duty of the school and the teachers to make sure students with special ability enjoy the physical education class like the manner of some has.
This anthology gives a brief descriptions of the different disease along with a few games that teachers can use in the class to accommodate both students with special needs and the normal students. At the end of this anthology are pictures that will give you an idea of the type of diseases suffered by some students.

Definition of Terms

Obesity
An obese person has accumulated so much body fat that it might have a negative effect on their health. If a person's bodyweight is at least 20% higher than it should be, he or she is considered obese. If your Body Mass Index (BMI) is between 25 and 29.9 you are considered overweight. If your BMI is 30 or over you are considered obese.
Autism
Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood.
Visual Impairment
The term ‘visual impairment’ refers to people with irretrievable sight loss and this simple definition covers a wide spectrum of different impairments. It does not include those whose sight problems can be corrected by spectacles or contact lenses, though it does include those whose sight might be improved by medical intervention.
Hearing Impairment
A hearing impairment signifies a full or partial loss of the ability to detect or discriminate sounds due to an abnormality associated with the physiology, anatomy or function of the ear.

Cerebral Palsy Cerebral palsy is a term used to describe a group of chronic conditions affecting body movements and muscle coordination. It is caused by damage to one or more specific areas of the brain, usually occurring during fetal development or infancy. It also can occur before, during or shortly following birth.
Down Syndrome
Down syndrome is a chromosomal disorder caused by an error in cell division that results in an extra 21st chromosome. The condition leads to impairments in both cognitive ability and physical growth that range from mild to moderate developmental disabilities.
Lower Extremity Abnormalities
Rotational and angular problems are two types of lower extremity abnormalities common in children. These include femoral retroversion and external tibial torsion. Angular problems include bowlegs and knock-knees.
Upper Extremities Abnormalities
Scoliosis and kyphosis are curvatures of the spine. Although most common in young teenagers, these deformities affect children as well as adults. Spondylolisthesis is another deformity of the spine where one vertebra (a spinal bone) slips forward and is commonly result from a defect or stress fracture in the arch component of the spine's vertebrae.
Respiratory Difficulty
Breathing difficulty involves a sensation of difficult or uncomfortable breathing or a feeling of not getting enough air.

Asthma

Asthma is a disorder that causes the airways of the lungs to swell and narrow, leading to wheezing, shortness of breath, chest tightness, and coughing.

Sickle cell A genetic blood disorder caused by the presence of an abnormal form of hemoglobin. These hemoglobin molecules tend to aggregate after unloading oxygen forming long, rod-like strictures that force the red cells to assume a sickle shape. Unlike normal red cells, which are usually smooth and malleable, the sickle red cells cannot squeeze through small blood vessels. When the sickle cells block small blood vessels, the organs are deprived of blood and oxygen. This leads to periodic episodes of pain and damages the vital organs. Sickle red cells die after only about 10 to 20 days instead of the usual 120 days or so. Because they cannot be replaced fast enough, the blood is chronically short of red cells, causing anemia.

Characteristics and Effects of Illnesses

Illness | Characteristic | Effects | Autism | * Social skills- * Very little or no eye contact. * Resistance to being held or touched. * Tends to get too close when speaking to someone (lack of personal space). * Responds to social interactions, but does not initiate them. * Does not generally share observations or experiences with others. * Difficulty understanding jokes, figures of speech or sarcasm. * Difficulty reading facial expressions and body language. * Difficulty understanding the rules of conversation. * Difficulty understanding group interactions * Linguistic/language development * Abnormal use of pitch, intonation, rhythm or stress while speaking. * Speech is abnormally loud or quiet. * Difficulty whispering. * Repeats last words or phrases several times. Makes verbal sounds while listening (echolalia). * Often uses short, incomplete sentences. * Pronouns are often inappropriately used. Behaviours | | | * Obsessions with objects, ideas or desires. * Ritualistic or compulsive behaviour patterns (sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes). * Fascination with rotation. * Play is often repetitive. * Many and varied collections. * Unusual attachment to objects. * Quotes movies or video games. * Difficulty transferring skills from one area to another. * Emotions or sensitivities- * Sensitivity or lack of sensitivity to sounds, textures (touch), tastes, smells or light. * Difficulty with loud or sudden sounds * Intolerance to certain food textures, colours or the way they are presented on the plate (one food can’t touch another). * Inappropriate touching of self in public situations. * Desires comfort items (blankets, teddy, rock, string). * Laughs, cries or throws a tantrum for no apparent reason. * Health/movement- * Walks on toes. * Unusual gait. * Difficulty changing from one floor surface to another (carpet to wood, sidewalk to grass). * Odd or unnatural posture (rigid or floppy). * Difficulty moving through a space (bumps into objects or people). * Walks without swinging arms freely. * Incontinence of bowel and/or bladder. Constipation. | | Communication- * Language develops slowly or not at all. * Use of words without attaching meaning. * Gestures used instead of words * Short attention spans.Social Interaction- * .May spend time alone rather than with others * Show little interest in making friends. * Less responsive to social cues, such as eye contact or smiles. Sensory Impairment * Unusual reaction to physical sensations, such as being overly sensitive to touch or under responsive to pain. * Sight, hearing, smell, and taste may be affected to a lesser or greater degree.Play * Lack of spontaneous or imaginative play. * Does not imitate action of others * Does not imitate action of othersBehaviors * May be overactive or very passive. * Frequent tantrums for no apparent reason. * May repetitively play with single item, idea or person. * Apparent lack of safety awareness * May show aggressive or violent behavior or injure self | Cerebral Palsy | - Cerebral palsy is characterized by an inability to fully control motor function, particularly muscle control and coordination. Cerebral palsy (CP) is divided into four major classifications to describe different movement impairments. These classifications also reflect the areas of the brain that are damaged. The four major classifications are: Spastic, Ataxic, Athetoid/Dyskinetic and Mixed.- Pain is also with tight and/or shortened muscle, abnormal posture, stiff joints and unsuitable orthosis.- Skeleton; The shafts of the bones are often thin (gracile) and become thinner during growth. | - Depending on which areas of the brain have been damaged, people with cerebral palsy may experience one or more of the following: * Muscle tightness or spasm * Involuntary movement * Disturbance in gait and mobility * Abnormal sensation and perception * Impairment of sight, hearing or speech * Seizures- Premature infants are vulnerable, in part because their organs are not fully developed, increasing the risk of hypoxic injury to the brain that may manifest as Cerebrel Palsy.- Cerebral palsy may involve muscle stiffness (spasticity), poor muscle tone, uncontrolled movements, and problems with posture, balance, coordination, walking, speech, swallowing, and many other functions. - The severity of these problems varies widely, from very mild and subtle to very profound. | Down syndrome | - Normally, at the time of conception a baby inherits genetic information from its parents in the form of 46 chromosomes: 23 from the mother and 23 from the father. In most cases of Down syndrome, a child gets an extra chromosome 21 — for a total of 47 chromosomes instead of 46.- Low muscle tone (called hypotonia)- Toddlers and older kids may have delays in speech and self-care skills like feeding, dressing, and toilet teaching.- Kids with Down syndrome are also at an increased risk of developing pulmonary hypertension, a serious condition that can lead to irreversible damage to the lungs.-Hearing and Visual problems | - Extra genetic material that causes the physical features and developmental delays associated with DS.- Kids with Down syndrome tend to share certain physical features such as a flat facial profile, an upward slant to the eyes, small ears, and a protruding tongue.- most children with DS typically reach developmental milestones — like sitting up, crawling, and walking — later than other kids.- Toddlers and older kids may have delays in speech and self-care skills like feeding, dressing, and toilet teaching.- Down syndrome affects kids' ability to learn in different ways, but most have mild to moderate intellectual impairment.- While some kids with DS have no significant health problems, others may experience a host of medical issues that require extra care. For example, almost half of all children born with DS will have a congenital heart defect. | Visual Impairment | -Significant limitation of visual capability resulting from either disease, trauma, or congenital or degenerative conditions that cannot be corrected by conventional means, such as refractive correction, medication, or surgery.-significant peripheral field defect including homonymous or heteronymous bilateral visual, field defect or generalized contraction or constriction of field, or reduced peak contrast sensitivity with either of the above conditions. | -Best corrected visual acuity of less than 20/60, or significant central field defect,- Partially sighted indicates some type of visual problem, with a need of person to receive special education in some cases;-Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. -Myopic - unable to see distant objects clearly, commonly called near-sighted or short-sighted-Hyperopic - unable to see close objects clearly, commonly called far-sighted or long-sighted-Legally blind indicates that a person has less than 20/200 vision in the better eye after best correction (contact lenses or glasses), or a field of vision of less than 20 degrees in the better eye; and-Totally blind students learn via non-visual media. | Hearing Impairment | Hearing impairment can occur in different parts of the hearing pathway.Conductive hearing impairment occurs when something interferes with sound passing through the outer or middle ear. A blockage in the ear canal, damage to the eardrum, and fluid or an infection in the middle ear (otitis media) is examples of conditions that can cause conductive hearing impairment. Sensor neural hearing impairment occurs when the hair cells in the inner ear cannot detect all incoming vibrations or when neural impulses are not transmitted to the brain. Prenatal infections or genetic factors can cause this type of hearing impairment. Mixed hearing impairment occurs when a child has both a conductive impairment and a sensor neural impairment. | - Hearing impairment can be genetic (inherited) or non-genetic. Non-genetic causes include illness or injury before, during or after birth.- Genetic causes of hearing impairment can be:Syndromatic: Syndromatic means that the hearing impairment happens with a specific group of birth defects. Non-syndromatic: Non-syndromatic means that hearing impairment is the only birth defect a baby has. About 50 percent of cases of non-syndromatic genetic hearing impairment are caused by a mutation in a gene called connexin 26 (3).- Non-genetic causes of hearing impairment after birth include:-Head injuries-Childhood infections (such as meningitis, measles or chickenpox)-Certain medications (such as the antibiotic streptomycin and related drugs)-Ear infections– These usually cause temporary hearing impairment. However, frequent and poorly treated ear infections can cause permanent hearing impairment. | Obesity | - Defined as excess body fat.- Body Mass Index (BMI)- Body mass index is defined as the individual's body weight divided by the square of his or her height. BMI calculatorThe BMI cutoffs are:Below 18.5 Underweight
18.5-24.9 Normal weight
24.5-29.9 Overweight
30 and greater Obese
40 and greater Extreme obesity * Shortness a breath * Sweating a lot * Ability to cope with sudden physical activity * Tiredness * Back and joint pains * Snoring * Difficulty sleeping | * Obesity is a disease that affects over one-third of the adult population in Jamaica. * High body mass index now ranks with major global health problems such as childhood and maternal under-nutrition, high blood pressure, high cholesterol, unsafe sex, iron deficiency, smoking, alcohol and unsafe water in total global burden of disease. * Low self esteem * Have low confidence level * Feeling isolated in society * Having reduced mobility leading to a poor quality of life * Death * High blood pressure * Stroke * High cholesterol level * Breast cancer in women * Gall bladder disease * Gastro oesopheagal relux disease | Lower Extremity | Rotational problems include in toeing and out-toeing. In toeing is caused by one of three types of deformity: metatarsus adductus, internal tibial torsion, and increased femoral anteversion. Out-toeing is less common than in toeing, and its causes are similar but opposite to those of in toeing. These include femoral retroversion and external tibia torsion. Angular problems include bowlegs and knock-knees.HIP ROTATIONThe range of internal and external rotation of the hips should be measured with the child prone and knees flexed to 90 degrees. Internal rotation is determined by fully abducting the legs. External rotation is determined by fully adducting the legs.FLAT FEETFlat feet are common in children because arch development occurs primarily before four years of age, and because the development has a wide variation in the rate or onset in any given child. Angular Variations Many children will look bowlegged when they start to walk and then knock-kneed between three to seven years. The gradual change from varum to valgum may be caused by a widening pelvis. | * Low self esteem * Have low confidence level * Feeling isolated in society * Having reduced mobility leading to a poor quality of life * Pain in the legs * Continuous hospital visits * Limited movement in physical activities that include the legs. * Poor balance * Poor coordination | Upper Extremity Respiratory Difficulties (Asthma) | * Uneven shoulders or waistline * One or both shoulder blades sticking out * Leaning slightly to one side * A hump on one side of the back * Low back pain * Muscle spasms * Thigh or leg pain * Weakness * Short fingers on hand * Short arms which causes the individual to depend more on the legs for balance. * Coordination is poor * Episodes of wheezy difficulty in breathing * Narrowing of the air passages in the lungs and hence increased resistance to airflow.
The narrowing is due to different combinations of:
(a) contraction of muscles around the air passages
(b) swelling of the airway lining due to airway inflammation
(c) excessive mucus in the airways * Rapid and considerable changes in airway obstruction (peak flow variation >= 20%) * Frequent nocturnal episodes and low morning peak flow values. * Significant reversibility with drugs which resemble adrenaline, the beta2 agonists * Significant reversibility with steroid drugs * Bronchial hyper-responsiveness to nonspecific stimuli such as cold air or histamine | For adolescent patients with severe curves, and for adults with curves that continue to worsen, or are painful, surgical treatment can reduce and halt the progression of the spine's deformity.This can commonly result from a defect or stress fracture in the arch component of the spine's vertebrae. On rare circumstances the slippage of the vertebrae can cause spinal nerve irritation by compression resulting in pain down the leg or even more rare numbness and or muscle weakness. * Low back pain * Muscle spasms * Thigh or leg pain * Weakening of the lungs and more prone to breathing problems/diseases and increased chance of contracting lung infections and pneumonia. * shortness of breath * wheezing * chest tightness * coughing |

Appendix

Obesity

Autism

Visual Impairment

Hearing Impairment

Cerebral Palsy

Down Syndrome

Lower body deformity

Upper body deformity

Respiratory Difficulties- Asthma

Games

Obesity

Objectives * To develop sprinting technique at short distance * To react to stimuli
Activities
Cat in the corner
Mark off square play area. The ball thrower will be in the center of the square. There are safe zones at each of the corners where all the players called Cats will be. When the thrower calls "Cats in the Corner", the Cats have to run from one corner to another without getting hit by the ball. They can go any direction including diagonal as long as they do not get hit. Any player hit by the ball is out. If you have a large group you can have several balls and a couple throwers.

Modification that would have been done to the game:

Duration of came 10 minutes instead of 15 minutes
Repetition003A 5 instead of 3
Distance: 20x30m instead of 50m
Equipment: cones, softball
Formation

Activity Two
Crab Soccer

Set up two teams of 10 players A and B. Play in an open field and set up two goals with the cones, one for each team. The goal area should be about 10 feet wide. Each team will be instructed as to which goal is theirs and which the opponents’ goal. You can assign goalie’s to protect each team’s goal if need be. The players must all be in a crab position (both hands and feet on the floor with bottom facing the ground). The players will have to kick the ball into the other team’s goal to score one point. The team that scores the most points or reaches 15 is the winner. | | |

Autism
Activities
Objective
To demonstrate passing with the inside of the foot
Execute the passing with the inside of the foot consistence
Work with peer to execute the technique
Football Passing | | |
Students will be place in 5 group of 3 players they will be passing the ball to each students in the circle. Students will make 5 pass then move to a next group where none of them should end the same group. They will open up the circle a little bigger and have one more player. Each player should hold on to the other player hand.
Equipment: cones and football
Repetition: 5, then 10, and 20 in the big circle
Formation

Activity 2
Objectives
* Demonstrate catching at waist height * Work with peers to execute the technique *
Students will be place in group of 3, with each group having a ball. Students will catch the ball throw to them on movie behind the person who they task the ball to. They will them play a game of catching football.
Equipment: cricket ball, softball, Cones
Distances: start at 5m apart, then extent to 10m
Repetition: 10 catch at 5m and 15 at 10m
Formation:

Activity # 1 for a visual impaired student
Fielding (Long barrier technique)
Objectives: students should be able to; * Explain the long barrier technique after discussion. * Demonstrate the proper technique of the long barrier fielding technique * Demonstrate a willingness to work cooperatively in groups.

* Each student will be blind folded. * A sounded ball will be handed to a student in the ring. * Student with the sounded ball should call the person name that he/she wants to roll the ball to and the person receiving should answer. * The student with the ball will roll it softly in the ring to another student, the student receiving the ball should use his/her hears to detect the direction the ball is coming from then use the long barrier technique to pick it up from the ground. * The receiver will roll the ball to someone else and this will be done for 5 minutes.
Activity # 2 for a visual impaired student
Fielding (Long barrier technique)
Objectives: students should be able to; * Explain the long barrier technique after discussion. * Demonstrate the proper technique of the long barrier fielding technique * Demonstrate a willingness to work cooperatively in groups. C B

A * This activity will help a student with a peripheral disorder and can help to correct the disorder. * Teacher will demonstrate activity twice before students start there attempt. * Students should create a line at the starting point. * Student A, B and C will make different sounds so that the person at the front of the line can follow the sound as a guide to know where next to execute long barrier technique. * Students will glide/shuffle from starting point to point A and mirror the long barrier technique, run and jump over each cone to point B and mirror the long barrier technique then glide/ shuffle from point B to point C in the opposite position from starting point to point A. * Student will then jog to the back of the line from point C and the person that was doing the activity will replace the person at point C. * There will be five (5) repetitions of this activity by each student.

Activity # 1 for a hearing impaired student
Fielding (Long barrier technique)
Objectives: students should be able to; * Explain the long barrier technique after discussion. * Demonstrate the proper technique of the long barrier fielding technique * Demonstrate a willingness to work cooperatively in groups. T

Activity * Each student will be wearing a headset with the recording of the long barrier technique coaching points. * Teacher will demonstrate instructions as the recording plays along. * At every interval the teacher will hold up flash cards, pictures of the long barrier technique and demonstrate the long barrier technique from different directions and angles. * Students will create two lines and mirror the long barrier technique.

Activity # 2 for a hearing impaired student
Fielding (Long barrier technique)
Objectives: students should be able to; * Explain the long barrier technique after discussion. * Demonstrate the proper technique of the long barrier fielding technique * Demonstrate a willingness to work cooperatively in groups.

Activity * A video will be shown of the long barrier technique which will be done in the dance room. * Instructions will be written on the white board for the students to read and follow before and during the activity. * When the teacher is ready for the activity to begin, the teacher will raise a flash card with the word start and when it’s time for the activity to end, the teacher will raise a flash card with the word stop. * Students will create two lines and mirror the long barrier technique.

Down Syndrome

Activities
Objective
* Develop students range of movement * Demonstrate accurate passing while moving, * Work with others to execute passing with inside of the leg

Students will stand 5m meters apart in single file. Students will past the ball to each other and run to the next line. They will them increase the distance to a next 5m. They will then ask to dribble to a cone between the 10m and make a pass. 10 repetition of 2 set at both distances. Students will then ask to pass between cones and the distance will be minimize after 5 passes through from each partner.
Equipment: cones, balls
Formation:

Drill 2
Students will form two group and form separate lines. There will be 3 set of cones of different colours that will be setup 5m apart. Students will run to the first cone where they walk to the cone and perform a long barrier filed technique. They will then return the ball to the feeder and move to the next cone to take an ascending catch. They will move to the final cone and complete a descending catch and move to become the feeder. For this game the time to complete the drill will be longer and the distance will be increase to 3m, different size ball will also be used and the colour ball will be used to make it easier for the disable child.
Equipment: colour cones, colour cricket ball,
Formation

Upper body deformities

Activities
Objectives:
Develop good balance to perform passing innet ball
Execute passing in pair on the stop
Demonstrate proper technique in passing
Drill 1
Students will be placed in groups of two facing each other 4 metres apart, however the student who might be in the class with a scoliosis you might want to change the angle to which he or she might pass the ball to facilitate the deformity. Students will be then asked to pass the ball chest high to their partners using the correct technique demonstrated by the teacher. Lower body deformities

Activities
Sport: Football
Topic: Passing with the inside of the foot
Objectives:
Equipment: Light football, cones, whistle
Develop good balance while making a pass with the inside of the foot.
Work in pair to execute the passing technique on the move.

Drill 1; Students will pass ball using their strongest leg the using the inside of the foot after demonstration by the teacher. The cones will be 7 metres apart. Increase the distance to 10 metres after seven repetitions

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Arrow show direction in which the ball is passed

Activity
Sport: Netball
Shooting:
Equipment: court, a hoop, light basketball
Drill 1- students will be placed in pairs facing each other the teacher will then demonstrate the body position and hand technique of executing a shot with and without the ball. The students will then mime the technique.

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Drill 2
Minor Game-
The accuracy test- This game is designed to develop the accuracy of passing with the inside of the foot. The teacher will divide the class into three groups giving the students the opportunity to name their group of their favourite club or international team. The aim of the game is to pass the ball between the target cones. The team which scores the most goal wins, however there is a point gained if the ball touches the target but does not go in. 3 points is given for a clear goal

Standing point

Asthma Activity
Sport: Catching (high catching)
Equipment: Tennis ball, grassy playing surface, cones, whistles
Objective: Students should be able to catch a ball thrown ten metres high Students will be able to show the correct hand position of executing a high catch

Drill 1

The teacher will show the students an image of the hand position of how to execute a high catch the Students will then mime the technique 3 time before throwing a soft cricket ball (|tennis ball) to each other from a distance of 5 metres

References

Blind Children's Center (1993). First .steps: A handbook for teaching young children who are visually impaired. Los Angeles: Blind Children's Center.

http://www.teachervision.fen.com/special-education/new-teacher/48460.html#ixzz1rsOnlRPT
http://www.oif.org/site/DocServer/Respiratory_Issues.pdf?docID=7621