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Fitness in Special Education
- Disability Overview
- Fitness in Special Education
Disability Overview Disability Youth Overview
Christina Chapan
Inclusion is a term used quite frequently in our society. It
means that as
trainers and teachers, we will have students with disabilities in
our
classrooms and fitness facilities, and we must learn how to meet
their
unique needs in daily activities and welcome them in our schools,
churches,
and recreation/gyms, while striving to serve the general public
as well.
This is a daunting task even for those people who specialize in
special
education. I believe that this article is essential for anyone
who works
with children with disabilities. This article is divided into
four
categories addressing those students with physical, mental,
learning and
emotional/behavioral disabilities. Please read each of these
sections since
the persons you may be working with will have a variety of
disabilities and
perhaps a combination of multiple diagnoses.
Physical Disabilities
A physically disabled person will have various ranges of
coordination,
mobility, balance, agility, strength, and endurance challenges.
It is
important to remember when working with these individuals that
many of them
have normal and gifted mental abilities. Some disabilities have
been a part
of an individual�s life since birth, others have developed over
time, and
still others are the result of injuries that occurred after
birth.
Arthritis and Rheumatism
Many people think that arthritis and rheumatism only occur in the
elderly,
but this is not always the case. Arthritis is the inflammation of
the muscle
joint line and pains in the body�s muscles, tendons, and
ligaments are
rheumatism. Individuals with arthritis and rheumatism may tire
easy and
activities such as walking, climbing, going flights of stairs,
rising and
standing may be challenging. It is recommended that physical
exercise be
mild yet challenging and done at the same time of day for those
with these
conditions. Many people with these conditions have reported
improved health
with exercise.
Cerebral Palsy
Cerebral Palsy is caused by conditions that affect body movement
and muscle
coordination. It ranges from mild to severe. Some people with
cerebral palsy
are mobile and have hardly any physical characteristics whereas
others
cannot move at all. Cerebral palsy first appears during infancy.
Some cases
of cerebral palsy are caused by a blood-type incompatibility or
an infection
that happens before or just after birth. Cerebral palsy effects
body
movement and muscle coordination. Some individuals with cerebral
palsy have
either decreased muscle tone (hypotonic), increased muscle tone
(hypertonic), or stiff and rigid muscles. Faulty development and
damage to
motor areas of the brain cause this disability. People with
cerebral palsy
have average and above average mental abilities and should be
treated
cognitively on that level. Physical abilities should be tested
under the
direction of a physical and occupational therapist. After
assessment,
assisted elastic tube body weight training and weight machines
are great to
include in your strength training program. Cardiovascular
training will
depend on the individual�s physical stamina. Stationary cycling
or swimming
are excellent options for someone with cerebral palsy.
Modification of
equipment is also a great way to include the child in fitness
activities.
Use balloons, beach balls, or soft balls for safe tossing and
catching.
Modifying the rules of games, using large scooters, or enlarging
targets
gives students success.
Tourette's Syndrome
Tourette's syndrome is a neurological or neuromechanical disorder
characterized by tics of involuntary, rapid movements and
repeated
vocalization. This person frequently displays eye rolling,
blinking,
twitches, sniffing, and throat clearing. Speech disorders may
include
echolalia, the urge to repeat words spoken by someone else;
palatial,
repeating one�s own words; lexilalia, the urge to repeat read
words, and
coprolalia, using swear words or inappropriate words
uncontrollably during
speaking. Teachers and trainers can minimize embarrassment by
educating the
rest of the class about this condition and having activities
where the
individual�s strange behavior is ignored or minimized by
redirection or by
allowing that child an opportunity to display their behavior in a
private
space such as an extra classroom or gym.
Spinal Bifida
Spinal bifida is a birth defect that happens when the vertebral
canal fails
to close normally around the spinal cord. Disabilities with this
disorder
include paralysis or lack of feeling to the legs and feet and
lack of
bladder and bowel control. Programs should be conducted in
conjunction with
a physical or occupational therapist.
Visual Impairments
A visual impairment is more than someone who wears eyes glasses.
Their
visual acuity is 20/70 or less, and they will struggle with
vision, even
when using a corrective prescription. A trainer or teacher may
assist the
student by using verbal directions and by asking the student for
how the
student learns best. Because of their limited vision, the student
often has
poor motor skills and displays easy fatigue. Ask them how they
would feel
comfortable being guided. Give students mental pictures and
descriptive
words. Simplifying the game or skill is also effective.
Hearing Impairments
Those students who are hard of hearing and deaf may benefit from
the use of
sign language, lip reading, or written directions. Face the
person when you
are signing or talking with them, demonstrate, increase hands-on
experience
of the activity, and ask them to repeat anything that they did
not
understand. Reduce distractions and background noises. When
talking to the
hearing-impaired, face the person because they need to see your
face to read
your lips and see your gestures.
Speech or Language Disability
Some children have a hard time understanding what other people
are saying.
Students often do not hear greetings and mix up words and sounds.
They
suffer from disorganization, trouble with rote learning, noisy
environments,
and have difficulty following conversations. Some students
struggle with
expressive language and others have difficulty with receptive
language,
despite the fact that they are in a regular classroom. It is best
with these
children to use sign language, if they use it, visual or written
directions,
and a schedule. It is also perfectly acceptable to use a
chalkboard, dry
erase board, or pad of paper to communicate. A buddy is also
effective, and
most students enjoy taking a turn being someone�s assistant.
Motor Skills
Children with motor skills disabilities often have another
disability. They
move slowly and have a hard time controlling their muscles. Some
children
suffer from lack of ability with large motor movements such as
running,
jumping, kicking and throwing, and catching, and others with
small motor
movements such as using their hands and fingers. Teachers and
trainers must
work together with an adaptive physical educator to find
simplified ways to
teach fitness skills. It is helpful to teach academic and
physical skills by
breaking the tasks down into small parts. Fine motor skills that
should be
integrated in academic and fitness activities include kneading
with dough,
working with modeling clay, using whole punchers, cutting with
scissors, and
writing in sand or shaving cream. Painting with a bucket of water
on a
chalkboard or driveway and writing words on a chalkboard or
sidewalk are
good activities to include in fine motor coordination. An
occupational and
physical therapist is helpful in the gym, classroom, and home.
Proprieties System and Sensory Integrative Disorders
In these disorders, the central nervous system does not respond
well to
incoming stimuli and disorders of body position or space
awareness. They
suffer from not understanding their receptors of muscles, joints,
and
tendons. They may not give appropriate body space and may make
others feel
uncomfortable. The central nervous system does not respond well
to incoming
stimuli. Children often have trouble interpreting emotions and
may become
easily frightened or angered. They may avoid new things or fight
with others
frequently. A teacher or trainer may find that it is essential to
see what
sets that person off and to try to eliminate situations that will
upset the
individual. It is important to give that person space and not to
allow
others to get too close to that person if it upsets him/her.
Tactile and Vestibular Disorders
These persons have difficulty determining appropriate senses of
touch and
may overreact to light touches while other things that could
potentially
harm them, such as a bee sting or hot stove, do not affect them
at all. They
may be a picky eater, affected by various textures of fabrics,
react
negatively to hygiene such as washing hands and face, and be
unwilling to
try art projects that are messy such as finger paints, glue, and
clay.
Autism and sensory dysfunction also fall into this category.
Vestibular is
the system of movement that begins in the inner ear and controls
the
movement of the head, eyes, and body and causes balance. Students
with this
disorder may have difficulty accomplishing bilateral tasks such
as cutting
with scissors or riding a bike and may be developmentally delayed.
Traumatic Brain Injury and Environmentally Induced Impairments
This is where the brain has been damaged through an accident or
abuse. There
is generally a period of unconsciousness when injury occurs and
the person,
as a result, loses part of their cognitive abilities or physical
functions.
Lead poisoning, fetal alcohol syndrome, pre-and post-natal
complications,
and drug use can be environmentally induced impairments. In all
of these
disorders, these children generally suffer from problems and
seizures. They
may also sleep poorly and have irregular eating patterns. Often
these
children are adopted or with foster families since many of these
cases occur
as a result of parental abuse. Patience and contact with support
staff and
home is essential when dealing with students with these
disorders.
Mental Disabilities
People with mental impairments develop at a slower rate
emotionally,
developmentally, and physically. Genetic conditions, problems
with
pregnancy, and early health problems may cause mental
retardation. Mental
retardation is very common, affecting 3 out of every 100 people.
There are
four basic levels of retardation. With all mental disabilities,
structure is
key. Advice for working with those students with mental
retardation includes
breaking down tasks into simpler steps, using concise simple
directions,
providing opportunities for repetition, repeating tasks and
skills, and
striving for appropriate age-level behavior. A good teacher or
trainer will
have more than one way to accomplish a goal if the first way they
teach the
student does not work.
Educable Mentally Handicapped (EMH) is characterized as a mild
impairment.
These individuals are typically mainstreamed in a regular
education
classroom with additional help from aides and special education
support
staff. Many EMH persons are able to lead normal lives, live
independently,
and hold employment. Teachers and trainers find that providing
visual
directions with pictures and simple directions and pausing to
give
instructions at slower rate work well with these children. Eighty-
five
percent of persons with disabilities fall into this area. Poor
motor
coordination with fine or gross motor skills or both is a part of
mental
retardation.
Down�s Syndrome
Most students will Down�s fall under the EMH category. They
learn at a
slower rate, are often stubborn, but can also be very
affectionate. These
students may suffer from physical defects such as hearing or
vision loss,
heart defects, gastrointestinal problems, and respiratory
problems. Using a
firm, fair, friendly, fun, affirming, positive, and consistent
environment
will prove effective with these students. When they have an
opportunity to
spend time alone with a choice of teacher-directed activities,
they will
perform well in the classroom or gym. They have infectious
personalities and
easily make friends wherever they go.
Prader-Willi Syndrome
Prader-Willi Syndrome is another EMH condition usually present
from birth
and characterized by obesity, decrease muscle tone, and decreased
mental
ability. These individuals may have immature physical development
and short
stature. This person has an uncontrollable need to eat and will
sneak and
steal food. Food is not properly digested so rapid weight gain
occurs even
when portions are controlled. Behavioral characteristic include
sudden
temper tantrums accompanied by violent outbursts, stubbornness,
resistance
to change, and poor social relationship. Learning disabilities,
speech and
language difficulties, and short-term memory problems can also
occur. A
teacher or trainer can find alternatives to food by providing
activities
that the individual likes. Sport activities are limited because
running and
jumping can cause joint injuries due to poor muscle strength and
poor
coordination, possible bone fracture due to early osteoporosis,
and
decreased muscle bulk. Walking, swimming, and stationary exercise
equipment
are great alternatives. Training with weights or body weight can
be
effective to preserve muscle tone, and daily exercise at least 30
minutes
can be helpful.
Moderate Mental Impairment
Trainable Mentally Handicapped (TMH) individuals have moderate or
severe
disabilities. They are traditionally in self-contained classrooms
with
mainstreamed opportunities during social times of the day when
they interact
with students and special classes. They may be self-sufficient if
supervised
during instruction, but it very helpful to have physical
occupational
therapists and adaptive specialists help modify activities when
working with
these individuals.
Severe Mental Impairment
These students are often grouped by themselves in a non-
traditional school
setting such as a cooperative or therapeutic school. Activities
must be
basic with a lot of emphasis on improvement and stabilization of
fine and
gross motor abilities. Some students may talk but many are non-
verbal. It is
essential for teachers and trainers to find an effective way to
communicate
with their students through the use of sign language and
pictures. Often
these students will have a secondary condition of a behavior
disorder
because of their lack of ability to communicate.
Profound Mental Impairment
These individuals learn at an extremely slow rate. Often they
can�t talk and
have limited self-help skills. They require supervised care
throughout life.
Even these students enjoy group games using a parachute, catching
a ball, or
taking a walk outside.
Rhett�s Syndrome
This disorder only occurs in girls with severe and profound
mental
retardation. The individual is born normally and develops until
six to
eighteen months of age. At that point, they lose mental and
development
ability. Signs of Rhett�s include repetitive hand movements,
hand wringing,
hand clapping, and hand mouthing. Children with Rhett�s enjoy
music, may
benefit from working on small and large motor movements, and
enjoy long
supervised walks.
Learning Disability
A learning disability is a disorder in which spoken or written
language,
thinking, speaking, reading, writing, spelling, or mathematical
calculations
is a struggle. That learner is typically one or more grade levels
below the
average child, and for that individual, learning is quite
difficult.
Milestones in motor skills and memorization are inhibited. If a
teacher or
trainer can provide activities using the learner�s strengths,
increased
visual and verbal directions, and hand-on experiences, the
learner can
experience success. Many people misunderstand students with
learning
disabilities and mistakenly characterize them as lazy, weird, and
socially
impaired. These persons learn differently, and the attuned
teacher or
trainer must realize that learners should work in their own ways.
Dyslexia
Students with dyslexia have difficulty reading and writing. They
often
reverse letters and numbers in writing and read backwards. The
brain is
confused by the ways letters and words are arranged. The reader
may also
skip, repeat, or miss letters and numbers when reading silently
or aloud.
This disorder is not corrected with eyeglasses. A teacher or
trainer might
find that verbal directions or pictures are better tools with
these
children. A tape recorder with directions is also effective.
Behavioral Disorder
Students with a behavioral disorder generally have motor
abilities within
acceptable limits of other children. They use seek attention from
adults by
acting out, and use their disorder when they are frustrated or
cannot
communicate their feelings. They may be hyperactive, destructive,
dangerous,
impulsive, and at times inattentive. An environment with
consistent rules,
environment, and structure and fewer distractions and choices
work best for
this student. Allow him/her to have their own personal space and
realize
that they may not hear you if you force them to look at you while
you are
speaking. Positive reinforcement is most effective with this
student, and a
teacher/trainer must choose which behavior is important to
correct at
times.
Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) is a behavioral
and
developmental disorder. Individual has poor concentration,
hyperactivity,
impulsiveness, figits and squirms, is aggressive, defiant,
disorganized, and
can get very emotional. They often do not sleep well at night and
have high
energy and activity levels. Students can be helped with
simplified
directions, extended wait period when answering questions, and
activities
that are broken up into parts. It is important when working with
an ADHD
student to eliminate distractions, organize the learning space,
and minimize
background noise. Students could also benefit from a buddy and a
smaller
group when doing activities, written and picture rules,
directions, and
schedules. Changes in the schedule should be minimized. Give
directions both
verbally and in writing. A redirected word or counting down
system is also
effective. They also enjoy helping the teacher and do well when
given
responsibility.
Hyperactivity
These learners need a safe place to move and may use their bodies
or another
object to manipulate energy. They do better with individual
sports such as
track, gymnastics, and weightlifting. They make excellent
assistants and do
well with structured time and with using a timer to chart
activities.
Social Skills Disability
These children or teens have difficulty with appropriate social
skills. They
may have another diagnosis such as mental retardation. They also
suffer from
ritualistic behavior. Obsessive Compulsive Disorder (OCD) is one
of these
disabilities. A chemical imbalance or genetic or neurological
disorder can
bring about OCD. These individuals may have trouble with space
and tone of
voice and may react at strange times. A stress or traumatic event
can bring
about OCD. They can also obsess about harming others or
themselves.
Compulsions are the urges to perform certain behaviors in
response to the
obsessions. These rituals seem to lesson the anxiety caused the
by the
obsessions. Some things include excessive hand washing or washing
of other
objects, repeating actions, a bad habit, obsessive speech, or
counting to a
certain number. These individuals have no control over the
stopping and
starting of obsessions and compulsions. Redirection is effective
and allows
the child to try new things. These learners benefit from working
on one
skill at a time and, in that circumstance, have a high rate of
success.
Autism Spectrum
Some learning differences such as autism can have a range of
mental
retardation to gifted status. Understanding these differences
helps the
teacher and trainer better understand how to work with and
function with
these disabilities.
Autism and Asperger�s Syndrome
In autism and Asperger�s, the developmental disability affects
verbal and
nonverbal communication and is generally evident before age
three. One out
of every 300 children is affected by autism. The medical field
has not
narrowed down the cause of autism. Some studies suggest genetics,
others
suggest chemicals in the child�s environment or a vitamin
deficiency, and
others suggest the cause lies in dairy and gluten allergies.
Students are
not able to effectively communicate with one another; they are
obsessed with
repetitive activities and do best with a consistent, predictable
daily
routine. They also may have hyper- or hypo-sensitivity to people,
materials,
and objects. Often they enjoy doing activities by themselves.
When working
with these children, use pictures, provide a less stimulating
environment,
seek to introduce activities that will promote the student�s
success, and
offer two choices for activities instead of telling the child the
way it
will be done. Use literal speech and concrete examples. Make sure
you don�t
use jokes, sarcasm, double meanings, or idioms. Autistic
individuals often
display egocentric behavior and may become obsessed or
preoccupied with a
particular topic or interest. An instructor, at appropriate
times, must try
to integrate that subject into the learning area.
When working with students with disabilities, be as
consistent as
possible in your goals and expectations. Use clear consistent,
explicit
communication and break tasks down into smaller units to keep
students from
getting overwhelmed. Small steps can keep you focused on goals
and minimize
distractions. Repetition will benefit students. Be patient and
celebrate the
small leaps. Use concrete directional words such a �first,�
�next,�
and �finally,� and explain who, what, where, and why in
directions. Ask
questions, and if possible, have the student repeat the
directions in their
own words. Increase wait time in your questioning and directions.
Try to
minimize unexpected surprises and use white noise to block out
distractions.
Use a schedule with minimum changes. When working with an
individual with
disabilities, give those options with a basic plan of action in
mind. These
tips will help you accomplish your goal while giving students
ownership over
their learning. All students and adults with disabilities respond
well to
positive reinforcement and genuine praise. Good notes, phone
calls home,
token rewards, and extra privileges are proven to be effective
forms of
reinforcement for those with disabilities. Don�t expect
perfection but�Be
Positive! Be Creative! Be Flexible!
References
Cummings, Rhoda and Fisher, Gary, (2003). The survival guide for
kids with
LD. Minneapolis, MN: Free Spirit
General Accommodations for Students with Physical Impairments
http://www.glc.k12.ga.us/passwd/trc/ttools/attach/accomm/physimp.p
df
Tips for Teaching High Functioning People with
http://www.udel.edu/bkirby/asperger/moreno_tips_for_teaching.html
National Dissemination Center for Children with Disabilities
http://www.nichcy.org/index.html
South Suburban Special Recreation Association, (2005). SSSRA
staff and
volunteer safety/orientation manual. Tinley Park, IL: SSSRA
Understanding the Student with Asperger's Syndrome: Guidelines
for Teachers
http://www.udel.edu/bkirby/asperger/karen_williams_guidelines.html
Fitness in Special Education Fitness Testing for Adaptive Fitness
Recently I had the opportunity to test my fitness students at my
job to see
what their abilities were and what skills that they could work
on. Here are
some of the tests that I utilized for this testing. Remember with
testing
those with special needs to focus on growth and not necessarily
norms.
Cardiovascular testing is very important to tests the student's
ability to
effectively utilize oxygen. Here are some tests to see a
student's progress.
Shuttle Run
Materials: two erasers and tape or parallel lines thirty feet
apart
Have two parallel lines that are thirty feet apart and place two
erasers
behind one of the lines. Students start at the opposite line. On
the signal
to go the student runs to the blocks, picks one of them up, runs
back to the
starting line, places the block behind the line, runs back and
picks up the
second block and runs back to the finish line. Time is counted
when the
student crosses the finish line.
Three Minute Step Test
Materials: Metronome, twelve inch step
Have the student walk up and down the step to the cadence of 96
beats per
minute. Tell them to walk up, up, then down, down. When they have
finished
their three minutes have them sit down on the step or in the
chair and take
their pulse.
I mile walk/run
The individual walks one mile as quickly as possible and has his
heart rate
taken immediately at the end of the test. Try to have the area
free from
distractions.
Strength is important for the activities of daily living. Here
are some
tests that I used with my students to test their strength.
Curl Up
Materials: Tape and ruler
Have the student sit supine on the floor. Take two pieces of tape
and put
them eight centimeters apart from each other. Tell them to put
their hands
on the first tape and curl up the second piece of tape. Have them
continue
the test until they are unable to perform more curl ups.
Sit-ups
Have the student do as many bent-knee sit-ups as possible within
sixty
seconds. Make sure that the student's legs are anchored and hands
are
clasped behind the head or neck. Elbows must travel to the knees
for the
repetition to count. At the end of the sit up the back of the
shoulders must
return to the floor.
Push-ups
Materials: Small Dixie cup
Have the students lie on the floor in the prone position with
their hands
pointing forward and immediately under the shoulders. Start with
the chin
touching the floor then have them push up into an up position
with
straightening the arms. They go back down to the lying position
and their
chin rests on the Dixie cup for the repetition to count. Males
must push up
on their feet and women may sit on their knees. If you are
testing with the
males doing the easier version or women using the advanced
version please be
sure to note it on the testing when you reevaluate your client.
Flexibility Tests
Flexibility is important for the outcomes of daily living.
Students often
have some muscles that are inflexible and prone to injury. Doing
these tests
points out problems and helps the trainer to find ways to help
their student.
Hamstring Stretch
Have the student lie on their back with both legs flat on the
floor and then
lift one leg upward. See how straight the student can lift the
leg in a
vertical position without bending either knee.
Trunk extension
Flexibility
Trunk Extension
Have the student lie prone with hands on the floor beneath the
shoulders.
Attempt to push the upper body up while maintaining hip contact
with floor.
Make sure that there is passing flexibility of the lumbar spine
is with
elbows fully extended and hips on the floor.
Sit and Reach Test
Materials: Ruler and Tape
Mark a straight line two feet long on the floor as the baseline.
Draw a
measuring line perpendicular to the midpoint of the baseline
extending two
feet on each side and marked off in half-inches. The point where
the
baseline and the measuring line intersect is the "0"
point. Student removes
shoes and sits on floor with measuring line between legs and
soles of feet
placed immediately behind baseline, heels 8-12" apart.
Student clasps thumbs
so that hands are together, palms down and places them on
measuring line.
With the legs held flat by a partner, student slowly reaches
forward as far
as possible, keeping fingers on baseline and feet flexed. After
three
practice tries, the student holds the fourth reach for three
seconds while
that distance is recorded.
Shoulder Flexibility Test
Have the student reach his right arm and hand over his right
shoulder and
down his spine, as if he was pulling up a zipper. Hold this
position while
he reaches his left arm and hand behind his back and up the spine
to try to
touch or overlap the fingers of his right hand. Hold whiles the
teacher
checks. Have the student repeat reaching his left arm over his
shoulder.
Children and youth with special needs are often in the low end of
the
spectrum of fitness. It is more important to encourage growth
instead of
norms. Youth who have positive experiences with exercises are
more likely to
adopt them for a life-long healthy lifestyle.
References:
Best of Health
http://visitors.bestofhealth.com/get_fit/index.html
Brian Mac
http://www.brianmac.demon.co.uk/sitreach.htm
Brooks, Douglas (1999) Your Personal Trainer, Human Kinetics,
Champaign: IL
Cotton, Richard ( 1997) Personal Trainer Manual, American Council
on
Exercise, San Diego:CA
Exrt
http://www.exrx.net/
Galdwin, Laura ( 2002) Fitness Theory and Practice, Aerobics and
Fitness
Association of America: Sherman Oaks: CA.
Hatfield, Fredrick C. (2004) Fitness the Complete Guide,
International
Sports Science Association, Santa Barbara: CA
Health 24
http://www.health24.com/fitness/calcs/pushup.asp
How to be Fit
http://www.howtobefit.com/free-online-fitness-test.htm
President?s Challenge
http://www.presidentschallenge.org/e...huttlerun.aspx
Ron Wood?s Fitness Testing
http://www.topendsports.com/testing/...ulder-flex.htm
University at Austin Flexibility Testing
http://wwwhost.utexas.edu/cee/dec/sp...tnesstext.html
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