Sports For CWSN

Sports for cwsn and normal children, both are equally

important. More or less every child needs to participate in sports
and games for proper growth and development.

Special needs children are generally not encouraged to take

part in sports. Whereas participating in sports can help boost
their self-con dence and relationship-building. It can also
improve their tness levels and skill.

Many children with disabilities do not have equal access to

Health Care, Education, and employment opportunities.

Nowadays sports for disabled children are organized of cially.

Physical education and sports provide ample opportunity to
disabled children to lead a fruitful and energetic life.

Organizations Promoting
Disability Sports
(Special Olympics; Paralympics; Dea ympics)
fi
fi
fl
fi
Special Olympics:

The Special Olympics was founded

by Eunice Kennedy Shriver in 1968.
The mission of the Special Olympics
is to provide year-round sports
training and athletic competition in a
variety of Olympic-type sports for
children and adults with intellectual
disabilities.
It provides opportunities for athletes to develop their physical
tness, experience the joy of sportsmanship and participate in
sharing gifts, skills, and friendships with their families, other
Special Olympics athletes, and the community.

The Special Olympics’ mission remains as vital today as it was

when the movement was founded. Intellectual Disability (or ID)
is a term used when a person has certain limitations in cognitive
functioning and skills, including communication, social and self-
care skills.

These limitations cause a child to develop and learn slowly or

differently than a typically developing child.

According to the American Association of Intellectual and

Developmental Disabilities, an individual has an intellectual
disability if they fall under the following category.

1. IQ is below 70-75.

2. There are signi cant limitations in two or more adaptive areas

(skills that are needed to live, work and play in the community,
such as communication or self-care).

3. The condition manifests itself before the age of 18.

Through sports, people with intellectual disabilities discover

new strengths and abilities, skills and success. There are as
fi
fi
many as 200 million people with intellectual disabilities around
the world.

Special Olympics reaches out to these individuals through a

wide range of training, competitions, health screenings, and
fundraising events. These Games also allow people to change
their attitudes and support athletes.

Sports instill con dence, improve health, and inspire a sense of

competition. In the Special Olympics, the focus is on what these
individuals are capable of so the attention shifts from disability
to ability.

Over 30 Olympic-style sports, from gymnastics to soccer to

open-water swimming are a part of these Games. These
include athletics, badminton, basketball’ cricket, horse riding,
hockey

A total of 1,258 Special Olympics Bharat athletes participated in

nine World Summer Games and six World Winter Games
between 1987 and 2019.

They have won 444 gold, 508 silver, and 552 bronze medals in
the world summer and world winter games winning a total of
1,504 medals.

Today, the Special Olympics supports over 5 million athletes, 1

million coaches and volunteers, over one lakh (1,00,000)
tournaments each year, and 32 Olympic-type sports through
various programs in more than 170 countries.
fi
Paralympics

Paralympics are international multi-

sport events that were initiated for
athletes with disabilities like
amputations, blindness and cerebral
palsy. Now they are held every four
years.
History: The Paralympics developed after Sir Ludwig Guttmann
organized a sports competition for British World War II veterans
with spinal cord injuries in England in 1948.
A follow-up competition took place in 1952, with athletes from
the Netherlands joining British competitors. These games were
rst held in Rome in 1960.

The term Paralympics was of cially used only in 1988 during

the games held in Seoul, South Korea. This was a summer
Paralympics. The winter version of these games was rst held
in Sweden in 1976.

Categories: Paralympics 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 t into one of the other
categories, including dwar sm).

Opening Ceremony: Like the regular Olympic Games, the

Paralympics also start with an opening ceremony where the
host nation plays its national anthem and hoists the nation’s
ag.

Thereafter, there is a march passed by the participating

countries. The formal opening announcement of the games is
followed by a cultural program as at the regular Olympics.

Governing Body: These games are governed by the

International Paralympics Committee, which was set up in 1989
and is headquartered Bonn in Germany.

Events: This Paralympics organized events such as archery,

basketball, swimming, fencing, javelin, shot put, club throwing,
snooker, swimming, table tennis and the pentathlon. For more
than a decade, Paralympics were held only for summer sports.
fi
fl
fi
fi
fi
fi
As of 2016, the Summer Paralympics include 22 sports and 526
medal events, and the Winter Paralympics include 6 sports and
disciplines and will have 82 events for the 2022 Winter
Paralympics in Beijing, China.

The Tokyo 2021 Paralympic Games featured the following 22

sports:

Archery, Athletics, Badminton, Boccia, Canoeing, Cycling,

Equestrian, Football 5-a-side, Goalball, Judo, Powerlifting,
Rowing, Shooting, Sitting Volleyball,

Swimming, Table Tennis, Taekwondo, Triathlon, Wheelchair

Basketball, Wheelchair Fencing, Wheelchair Rugby, and
Wheelchair Tennis.

The last Summer Paralympics were held in September 2016 in

Rio de Janeiro, Brazil, and Winter Paralympics were held in
March 2018, in Pyeongchang, South Korea.
Dea ympics

The Dea ympics (previously called

World Games for the Deaf and
International Games for the Deaf) are
an IOC-recognised event at which
deaf athletes compete at an elite
fl
fl
level. It was in 2001 that these
games were renamed Dea ympics.
Dea ympics where deaf athletes strive to reach the pinnacle of
competition by embracing the motto of ‘PER LUDOS
AEQUALITAS’ (Equality through sport) and adhering to the
ideals of the Olympics.

History: The rst games, known as the International Silent

Games, were held in 1924 in Paris with athletes from nine
European nations participating in it.

The games were the brainchild of Eugene RubensAlcais,

himself deaf, and President of the French Deaf Sports
Federation.

In 1924 Summer Dea ympics were held in Paris, France, from

10 to 17 August, as an equivalent to the Olympic Games for
deaf athletes. This was the rst international sporting event held
for athletes with a disability. The athletes excelled in road
cycling, diving, football, shooting, swimming, and tennis,

In 1996, the name was changed to ‘World Games for the Deaf’,
and then again in 2001 to ‘Dea ympics.’ The games are held
every two years and alternate between Summer and winter
games.

The most recent Dea ympics were held in July 2017, which
were hosted by Turkey. A total of 3148 athletes from 97
countries competed in 18 sports with 21 disciplines in these
games.
fl
fi
fl
fl
fi
fl
fl
Winter Dea ympics was instituted in 1949 at Seefeld, Austria.
The 2015 Winter Dea ympics were hosted by Russia with 336
participating athletes from 27 countries.

Rules: To qualify for the games, athletes must have a hearing

loss of at least 55 dB in one ear. The use of hearing aids and
cochlear implants is not allowed during the competition, in order
to create a level playing eld.

The athletes in the Dea ympics also have a greater age range
than the Olympic athletes — the oldest medallist in the history
of the games was nearly 76 years old and the youngest
medallist was 12.

The Dea ympics referees don’t use whistles; instead, they use
ags. On the track, races are started by light rather than the
sound of a pistol.

In addition, spectators watching the games often wave their

hands to cheer their athletes. All of the events are played the
same way as at the Olympics.

The rules for playing each sport are not altered in any way for
deaf participants. This fact distinguishes deaf sports from sports
played by other groups of people with disabilities.

Features: Deaf people are not disabled in any manner except

communication— and this is only a disability when a deaf
person is in a situation where hearing and speech are the
primary means of communication.

Deaf people are a culturally distinct minority group. The

Dea ympics are the second oldest multi-sport Olympic event.
fl
fl
fl
fl
fl
fl
fi
Logo: The Dea ympics logo is inspired by the Olympics logo.
The circle in the middle represents an eye because deaf people
are very visual.

The four colors of the logo—red, green, yellow, and blue

represent the four regional confederations of the International
Committee of Sports for the Deaf— Europe, Asia-Paci c, Pan-
America, and Africa.

The Dea ympics logo, designed in 2003 by graphic design

artist Ralph Fernandez, is a positive and powerful symbol of the
international deaf sports community.

It ties together strong elements: Sign language, deaf and

international cultures, unity, and continuity.

The hand shapes, “ok good”, and “great” that overlap each
other in a circle, represent the Original sign for “Dea ympics”.
Together, the hand shapes represent the sign for “united”.

The center of the logo represents the iris of the eye, which
de nes deaf people as visual people who must use their eyes
to communicate.

The logo incorporates the four colors of the national ags of the
world. The red, blue, yellow, and green represent the four
regional confederations

— the Asia Paci c Deaf Sports Confederation,

— the European Deaf Sports Organization, — the Pan

American Deaf Sports Organization
fi
fl
fl
fi
fl
fl
fi
— the Confederation of African Deaf Sports.

Concept of Classi cation

and Divisioning in Sports
In the world of sports, classi cation and divisioning play a vital
role in ensuring fair and competitive participation for athletes of
all abilities.

Classi cation refers to the process of grouping athletes based

on their functional abilities, impairments, or characteristics,
rather than their skill level. This ensures that individuals with
similar conditions compete against each other, creating a level
playing eld.

The goal of classi cation is to promote inclusivity and fairness,

allowing athletes with disabilities or different abilities to
participate and excel in their respective sports.

Divisioning, on the other hand, involves categorizing athletes

into speci c divisions or classes based on their classi cation.
This ensures that competitions are structured in a way that
accommodates various levels of abilities.

For example, in Paralympic sports, athletes are classi ed

according to their impairment, such as physical, visual, or
intellectual, and placed into relevant divisions. This system
helps create exciting and engaging competitions for both
athletes and spectators.
fi
fi
fi
fi
fi
fi
fi
fi
Classi cation and divisioning not only promote fairness but also
provide opportunities for athletes to challenge themselves and
showcase their skills within their respective categories.

The process of classi cation and division involves experts,

medical professionals, and governing bodies who work together
to assess and categorize athletes based on established criteria.

It is crucial for sports organizations to regularly review and

update the classi cation systems to ensure they remain
accurate and re ective of the athletes’ abilities.

In conclusion, classi cation and division are essential elements

in sports, fostering a spirit of inclusivity and creating a platform
for athletes to compete at their best regardless of their abilities.

Concept of Inclusion in
Sports, its Need and
Implementations
Inclusion in sports refers to the practice of creating an
environment where everyone, regardless of their abilities,
gender, race, or background, can participate and feel welcome.

This concept is essential to ensure that all individuals have

equal opportunities to engage in sports and experience the
numerous physical, emotional, and social bene ts that come
with it.

The Need for Inclusion in Sports:

fi
fl
fi
fi
fi
fi
Promoting Diversity: Inclusion fosters diversity in sports,
allowing individuals from various backgrounds to come together
and celebrate their differences. This enriches the sporting
community and breaks down barriers between cultures.

Empowering Individuals: Embracing inclusion empowers

individuals with disabilities or those facing socio-economic
challenges to participate actively in sports. It boosts their self-
esteem and encourages them to pursue their passions.

Breaking Stereotypes: Inclusion helps challenge stereotypes

associated with certain sports or genders, proving that anyone
can excel in any discipline if given the opportunity and support.

Implementations for Inclusion in Sports:

Accessible Facilities: Providing accessible infrastructure and

equipment ensures that people with disabilities can participate
comfortably. This includes ramps, adaptive sports equipment,
and wheelchair-friendly spaces.

Training and Education: Coaches, referees, and volunteers

should undergo training to understand the needs of diverse
athletes and create an inclusive atmosphere. This includes
learning about adaptive techniques and fostering sensitivity.

Inclusive Policies: Sports organizations must adopt inclusive

policies that address discrimination, harassment, and unequal
treatment, while actively promoting diversity in all aspects of the
game.

Supportive Programs: Creating outreach programs and

scholarships for underprivileged individuals can make sports
more accessible to them and provide opportunities they might
not otherwise have.

Advantages of Physical
Activities for children with
special needs
Reduce depression:

Physical activities may help in reducing the level of depression

of children with disabilities. It also reduces their anxiety, and
stress levels.

Improve social interaction:

Physical activities provide children with ample opportunities for

social interaction. Their social relations improve during their
involvement in physical activities. Many sports activities lead to
increased social integration, bonding, and friendship.

Enhance emotional and psychological health:

Physical activities improve continues psychological and

emotional health.

Cognitive bene ts:

Physical activities lead to cognitive skills such as thinking,

reasoning, or remembering. It allows them to discover and
fi
access strengths that cannot be challenged in the classroom
setting.

Fun activities

Physical activities lead to mood bene ts. They enjoy social

interaction with both tness staff and other participants.

Increased tness levels

By doing regular physical activities children improve their

muscle strength, coordination, and exibility. It also enhances
better balance, motor skills and body awareness.

Improve health quality

Children have many positive changes in their health that boost

their self-esteem. They get a sense of accomplishment and
possibly the taste of winning or personal satisfaction. It will also
increase their appetite and improve the quality of sleep.

Improve responses

Regular physical activities increases in attention span, on-task

behavior, and level of correct responding.

Decreases secondary health issues

Regular physical activities decrease secondary health

complications like obesity, high blood pressure, low HDL
cholesterol, and diabetes.
fi
fi
fl
fi
Strategies To Make Physical
Activities Accessible For
Children With Special Needs
Strategies to Make Physical Activities Accessible to Children
With Special Needs

Education is a basic right that we use to improve children with

disabilities ranging from mental disabilities to hearing
impairment, visual handicap, or speech impairment. Focus on
making these special needs a part of a productive society is a
worthy aim.

We need to plan for activities keeping in mind the interest and

abilities of these children. Over a period of time, we have
developed special programs labeled “Adapted physical
education” (APE).

APE is physical education that is individualized and specially

designed to address the needs of students with disabilities who
require adaptations or modi cations to be physically active,
participate safely, and make progress.

Some considerations are as follows:

1. Health Check-ups: Regular and detailed medical

assessment of all special needs children is a must.
Specialized assessment of the child helps us focus on the
disability and appropriate activity recommended for such
children.
fi
2. Individual Needs: Assessment of each child needs to be
done so that a speci c customized adapted program is
made for them. Teachers should be sensitive to each
child’s interests, limitations, and aptitude. The activity
should be designed keeping all this in mind.
3. Specialized Equipment: The size, weight, shape, and color
of the playing equipment also has to be customized.
Visually handicapped children need brightly coloured
equipment while those with weak muscles need a lighter
design of equipment.
4. Playing Environment: Playing areas need to be modi ed.
The size of the play eld may need to be decreased or
more lights and louder music and provision of handrails,
etc.
5. Playing Rules: These also have to be changed suitably.
Playing rules should be easier and more exible. As the
skills improve, the rules can be regulated accordingly. Past
performance and existing skills should also be considered
while making rules for such children.
6. Training of Educators: It is of vital importance. All
instructors should undergo specialized training to handle
special needs children. Understanding of speci c
disabilities has to be there for the trainers to be effective.
Adapted physical education ideas must be ingrained
7. Safety Supervision: Trained medical supervision is
desirable.
8. Activities according to individual’s abilities: Design speci c
activities according to their abilities. Physical Activities
must be based on their interest
9. Speci c environment: This should be provided to them.
Activities designed for them must be encouraging them to
participate freely.
10. Encouragement: Encouragement from spectators
irrespective of their errors.
11. Previous Experience: Children’s previous experience must
be taken into consideration
fi
fi
fi
fl
fi
fi
fi
Concept of Disability and Disorders
Disability

Disability is an impairment that may be cognitive,

developmental, intellectual, mental, physical, sensory, or some
combination of these.

It is a functional limitation or restriction of an individual’s ability

to perform an activity. It means disability creates obstruction in
the normal function or movement of an individual. It limits and
restricts the activity of a person.

Types of Disability
Some individuals are disabled right at birth, others get disabled
due to some incidence during the course of their lives. Some
disabilities are as follows:

Types of Disability
♿ Physical Disability
It is a limitation of individuals’ physical functioning which may be
related to the upper or lower body. These are generally related
to musculoskeletal, circulatory, respiratory, and nervous
systems.
Disability in mobility can be either inborn or acquired with age.

Sensory Disability
Sensory impairment is when one of the senses; sight, hearing,
smell, touch, taste is no longer normal.

⏩ Spinal cord disability: It can lead to lifelong disability. It

generally occurs due to severe accidents.

⏩ Brain Disability: This type of disability occurs due to brain

injury from external forces.

⏩ Vision Disability: This is related to vision problems that may

be in-born or happen afterward. Vision disability may be mild,
moderate, severe, or blindness.

⏩ Hearing Disability: It includes people that are completely or

partially deaf. People who are partially deaf can use hearing
aids. It can be evident at birth or occur later in life.

Cognitive or Learning Disability:

It is a neurological disorder. It can affect an individual’s ability to
read, speak and write.

⏩ Memory Disorder: Individual who has auditory problems or

dif culty in remembering something.

⏩ Dyslexia: Individuals have dif culties in writing, reading, and

speaking.

Intellectual Disability:
This disability is related to the limitations of intellectual
fi
fi
functioning (such as reasoning, learning) and Adaptive behavior
( such as social and practical skills).
Disorder
The disorder is a
problem that disrupts normal physical or mental functions. It is a
state of confusion that interrupts normal function.
It is an abnormality of physical and mental states like psychiatric
disorders, anxiety disorder, and personality disorder.

Disorder may be resulting from a genetic failure in development

or from external factors such as poison, trauma, or disease.

Types of Disorders

• ADHD (Attention De cit Hyperactivity Disorder)

• SPD ( Sensory Processing Disorder)
• ASD ( Autism Spectrum Disorder)
• ODD ( Oppositional De ant Disorder)
• OCD ( Obsessive Compulsive Disorder)
ADHD (Attention De cit Hyperactivity Disorder)

It is a brain disorder that is characterized by problems paying

attention, excessive activity, or dif culty controlling behavior.

Individuals may have some problems focusing on activities.

They may be hyperactive or may be unable to control their
impulses. It has three types

• Inattention: Children lack concentration in any work,

dif culty sustaining focus and unorganised.Hyperactivity:
Children are unusually or abnormally active. They have
impulsive actions, a shorter attention span, and easily
distracted.Impulsive: Impulsivity is the tendency to act
without thinking about the consequences.
Causes

• Genetic factors is one of the main causeChildren with

low birth weightWhen baby’s brain is damaged before or
fi
fi
fi
fi
fi
after birthLack of discipline in the family Addiction to
certain diet Exposure to toxic substances at the early age.
SPD ( Sensory Processing Disorder )

It is a condition in which the brain has dif culty in receiving and

responding to information that comes in through the senses.

It is some sort of neurological jam that prevents certain parts of

the brain from receiving the information required to interpret
sensory information accurately.

Sensory processing disorder may affect our senses such as

touch, sight, taste, or movement. In this disorder, the person
may scream when touched, or dive under the table after
hearing the sound.

In some cases, they remain unresponsive to anything around

them. Even he may fail to give a response to Extreme heat or
cold for pain.

Causes

• Genetic factors is one of the main causesLow birth

weight is another causeExcessive restrictions in early
lifeHave differences in brain structure
ASD ( Autism Spectrum Disorder )

It includes a wide range and levels of disability. Individual ability

to function in society, at school, at work, or other areas of life
gets hurt.

Some people are mildly impaired, while others are severely

disabled. Early treatment and proper care can reduce dif culties
fi
fi
while helping them to learn new skills and make the most of
their strength.

People with an ASD often have these characteristics like:

Ongoing social problems include dif culty in communicating

and interacting with others, obsessive interests.

Repetitive behavior as well as Limited interest in activities.

Dif culties in language, social skills, and behavior

Causes

• Biological or genetic factors: Something happens

during fetal development. Children may inherit problematic
genes from parents.Environmental Factors: High levels
of pollution and pesticides in food may also be one of the
reasons.Brain Development: Connection between the
brain cells are not proper, which may be another cause.
ODD ( Oppositional De ant Disorder )

It is a condition in which a child displays an ongoing pattern of

angry or irritable mood, argumentative, hostile behavior directed
towards authority.

Individuals behave like rebels, argue with adults, and refuse to

obey any rules. They exhibit angry outbursts and a hard time
controlling their anger or aggression.

They have dif culty in making friends and have low esteem.
They have negativity in their behavior.
fi
fi
fi
fi
Causes

• Biological or genetic causes: Children may develop

ODD, if their parents have a history of ADHD or
ODD.Physical Factors: when an imbalance exists and
messages are not communicated properly with other parts
of the brain, the symptoms may occur.Psychological
Factors: Children may develop this if they have bad
relationship parents, neglectful parents.Social Factors: It
may happen due to poverty, chaotic environment in the
family and exposed to violence
OCD ( Obsessive Compulsive Disorder )

It is a mental disorder where people feel the need to check

things repeatedly or have certain thoughts repeatedly.

They have fear of contamination of germs, getting dirty, making

mistakes, being embarrassed, etc.

They do some common activities which include repeated hand

washing, repeated counting, checking things over and over
again, repeating certain words, and so on.

Causes

• Serotonin which send messages in brain, sends

improper messages from one part of Brain to others, which
may cause OCD

Disability Etiquettes

Talk Directly with the person with disabilityAlways shake hands

with a person with disability when introduced.
Identify yourself and others before conversing with visually-
impaired.

Always ask before you help them

Address them by their rst name

Don’t touch or lean on the wheelchair

Always listen to them carefully and attentively when you are

having conversations with a person who has dif culty speaking

Always give additional time

Always have a conversation with a normal tone of voice

Avoid asking personal questions

Inform before leaving

Don’t pretend to understand if you are facing a problem

Frequently Asked Questions

Multiple Choice Questions
1. The symptoms of ________ are dif culty in
communication and interaction with people.
a. ASD b. ADHD c. OCD d. ODD

2. Children suffering from dyslexia and speech disorders

are said to have ________.
fi
fi
fi
a. Cognitive disability

b. Intellectual disability

c. Physical disability

d. Permanent disability

3. Which of the following is not a disorder?

a. Having only one leg

b. Overeating

c. Hyper activity

d. Too much sensitivity to cleanliness

4. Repetitive behaviour is a symptom of:

a. ADHD b. ODD c. OCD d. ASD

5. SPD’s expanded form is:

a. Special poilce department

b. Special processing Disorder

c. Sensory processing Disorder

d. Sensory processing department

6. Expanded from of ADHD is-

a. Automatic de cit hyper disorder

b. Attention de cit hyperactivity disorder

c. Attention disorder of hypoactive de ct

d. Automatic disability high defect

7. Any kind of impairment or permanent reduction in the

physical or mental capacity of a person is called ________.

a. Disability b. Disorder

c. Disease d. Discomfort

8. When a child is not able to adjust within society or

having no friends, he/she is suffering from:

a. ADS b. ASD c. ODD d. OCD

9. The symptoms of ________ are people doing repetitive

behaviours, performing routine tasks over and over again
or having certain thoughts repeatedly.

a. OCD b. ASD c. ADHD d. ODD

10. Expanded form of ODD is:

fi
fi
fi
a. Opposite different disorder

b. Oppositional de ant disorder

c. Opposite differented disability

d. Obessive defect disability

11. Which of the following is not a strategy to make

physical activities accessible to children with special
needs?

a. Creating special classrooms

b. Inclusive classrooms

c. Assistive technology

d. Modi ed Equipments

12. The common symptoms of this disorder are

hyperactivity, trouble focusing on a task, a very short span
of attention and missing details. It is _______.

a. ADHD b. SPD c. ASD d. OCD

Short Answer (SA) Type Questions

1. What are the types of disability? Explain brie y. (CBSE
2018)

Ans. Disability is of three types, which are as follows

fi
fi
fl
(i) Cognitive disability. It is a disability that impacts an
individual’s ability to access, process or remember information.
It is a limitation to recognise, understand, interpret or respond to
information.

(ii) Intellectual Disability. It is a disability characterized by

signi cant limitations in both intellectual functioning and
adaptive behavior. It is more severe in nature as the child is not
able to perform even the daily activities along with dif culty in
learning.

(iii) Physical Disability. It is a long-term loss or impairment of a

body part that limits the body’s physical function. A person with
physical disability cannot perform many actions independently.
It may be a motor de ciency or a sensory impairment.

2. Write any three causes of disability

Ans. Three causes of disability are discussed as follows

(i) Accidents. A wide variety of disabilities especially those

associated with traumatic brain injury result from vehicular
accidents, burns, falls etc.

(ii) Poverty is one of the biggest causes of disability. Poor

people are most vulnerable to disability because they are forced
to live and work in unsafe environments with poor sanitation,
crowded living conditions and with little access to education,
clean water or enough good food.

(iii) War Land mines, cluster bombs, bullets and chemicals used
in wars, cause more disabilities in the world today than anything
else.
fi
fi
fi
3. Explain the condition of Attention De cit Hyperactivity
Disorder.

Ans. ADHD is basically a condition that affects how well one

can focus, sit, still or pay attention.

The nature of this disorder is related to behavioral changes or

disorders. About 10% of school going kids suffer from ADHD.

Boys are more susceptible to this disorder than girls.

Children with ADHD may understand what’s expected by them

but have trouble following the instructions required to complete
the task.

Young children mostly act in this way when they are excited or
anxious, but the difference with ADHD is that the symptoms are
present in a kid suffering from a longer period of time and takes
place in different settings. The ADHD disorder affects a child’s
academic performance as well as social behavior.

4. Explain the symptoms of ADHD.

Ans. Symptoms of ADHD arc as follows

• Hyperactivity, excessive talking, impulsivity, dif culty

awaiting one’s turn.
• Become easily distracted, trouble focusing on a task
• Very short span of attention, failing to complete tasks
• Problems staying organized and keeping track of things
• Mood swings, carelessness and forgetfulness.
• Anxiety attacks, low self-esteem and deep disorder.
fi
fi
5. Elaborate the causes that lead to ADHD (Attention De cit
Hyperactivity Disorder) and SPD (Sensory Processing
Disorder).

Ans. The causes leading to the two disorders are as follows

ADHD Causes

(i) Genes and Heredity. Genetic inheritance and abnormalities

in genes that are acquired from birth, may cause this disorder.

(ii) Brain Injury and Epilepsy. Children who have had traumatic
brain injuries or who have epilepsy can often have ADHD
symptoms.

SPD Causes

(i) Neurological ISSUE Under Stimulated during critical periods

of neurological development.

(ii) Genetic factor Genetic or heredity factors such as having a

history of autism or SPD.

6. How does the Sensory Processing Disorder interfere

with a child’s normal everyday functioning?

Ans. The Sensory Processing Disorder is a condition in which

the brain has trouble in receiving and responding to information
that comes in through senses. Children suffering from SPD are
either under-reactive or over-reactive.

They also lack motor skills, have a short span of attention and
delayed communication skills.
fi
Due to these symptoms, the children with SPD are not able to
concentrate in studies or other activities. So the lack of sensory
coordination with the brain in an appropriate manner interferes
with the children’s normal everyday functioning.

7. Write a short note on ASD.

Ans. Autism Spectrum Disorder (AS D) is a type of mental

disorder that impairs the ability to communicate and interact. It
is a developmental disorder that affects normal brain
functioning.

People with ASD have repetitive bchaviour patterns likc icking

a light switch repeatedly, ipping objects etc.

Causes of ASD are as follows

(i) Genetic Factors. It can be the result of heredity factors,

genetic differences and genetic mutations,

(ii) Abnormal Brain Development. It can also cause abnormal

mechanisms of brain development and other neurobiological
factors.

8. Explain the strategy of positive behavior in brief.

Ans. The strategy of positive behavior relates to showing a

positive attitude and having healthy interactions with the
children with special needs. The teachers should prevent
negative behaviors and encourage these children to participate
in classroom activities.
fl
fl
Teachers and parents of children with special needs should
encourage more interaction with normal children to develop
proper social behavior.

9. A child’s mother has the habit of washing her hands

frequently. What kind of disorder might she be suffering
from? Explain its symptoms.

Ans. Child’s mother is suffering from Obsessive Compulsive

Disorder (OCD). It is a mental health condition that involves a
debilitating obsession or compulsion, distressing actions and
repetitive thoughts. The person feels the need to repeat the
behavior over and over.

The symptoms of OCD are as follows:

• Fear of being contaminated by germs or dirt or

contaminating others.
• Aggressive thoughts towards others or self. Habitual of
doing or having things in a perfect order always.
• Repeatedly checking things and compulsive counting.
Spending a considerable time in a day on their thoughts
and behaviors.
• A fear of being embarrassed.
10. What do you understand by the term disability? Explain
any four disability etiquettes. (CBSE 2020)

Ans. Disability means any kind of impairment or permanent

reduction in physical or mental capacity of an individual. It can
be a physical loss, mental illness or reduction in the use of
sense organs.

Four methods of following disability etiquette are as follows

(i) Treating disabled people with care and lespect.

(ii) Educating normal people regarding disabilities,

(iii) Speak directly to the disabled person rather than through

attendant or sign-language interpreter, who may also present

(iv) Never speak about disabled person as if the person is

invisible or can’t understand what is being said.

11. List the disability etiquette when dealing with a person

who has speech dif culties.

Ans. Disability etiquettes for dealing with a person who has

speech dif culties arc as follows:

Give attention to the person who has dif culty in speaking.

• Maintain a manner so as to encourage rather than correct.

• Give extra time for the conversation with these people and
be patient.
• If you have dif culty in understanding, do not pretend that
you do. Repeat as much as you do understand.
12. List the disability etiquettes when dealing with a person
with vision loss.

Ans. The etiquettes followed when dealing with a person with

vision loss are as follows

If you are walking with a person who is blind, offer your arm for
him to hold.
fi
fi
fi
fi
Walk at the normal pace. It is helpful to speak casually and
naturally about the environment, objects and buildings you are
passing as you walk.

Not all visually impaired people read Braille. Ask the person
what alternative format they prefer.

Long Answer (LA) Type Questions

1. Explain physical disability and its symptoms in detail.

Ans. Physical disability is the long-term loss or impairment of a

body part that limits the body’s physical function. A person with
physical disability cannot perform many actions independently.

It may be a motor de ciency or a sensory impairment. Motor

de ciency is related to spinal cord, causing paralysis to some or
all parts of the body. It may also lead to brain damage, which
may occur before or after birth or after a stroke.

On the other hand, sensory impairment is related to an

individual’s visual or hearing impairments. The nature of this
disability is physical as it is related to physical functioning of the
body parts including sense organs.

This refers to the limitation on a person’s physical functioning,

mobility, dexterity or stamina.

This includes upper or lower limb loss, poor mental dexterity,

visual impairment, hearing loss or disability in coordination with
different organs of the body.
fi
fi
Apart from these, blindness, respiratory disorders, epilepsy and
sleep disorders are also considered as physical disabilities.

Symptoms of Physical Disability:

• Lack in any part of the body.

• Problems related to senses such as sight, hearing or
speech
• Lack of skills and missing developmental milestones.
• Lack of control of the limbs or other body parts.
2. Five years old Saurabh is facing dif culty in reading the
letters, he gets confused between lower case of b and d.
Which disability is he suffering from? Explain.

Ans. Saurabh is suffering from cognitive disability. Cognitive

disability is a disability that impacts an individual’s ability to
access, process or remember information.

It is a limitation to recognise, understand, interpret or respond to

information. It can be due developmental disabilities, brain
injury, Alzheimer’s disease or even mental illness.

This type of disability can also be called an invisible disability

because unlike other disabilities, a person may not be able to
assess the condition by just looking at the individual.

It is related to impairments in intellectual functioning and

adaptive behavior. Intellectual functioning means a person’s
ability to plan, comprehend and reason while adaptive behavior
refers to applying social and practical skills in everyday life.

Children suffering from dyslexia, learning dif culties, speech

disorders, problems in solving mathematical calculations, short
fi
fi
span of attention and short memory are said to have cognitive
disability.

3. Explain in detail OCD and ODD.

Ans. Obsessive Compulsive Disorder (OCD)

It is a mental health condition that revolves around an

obsession or compulsion, distressing actions and repetitive
thoughts.

People with OCD carry out routine tasks repeatedly. Instances

of these are excessive hand washing, counting of things
repeatedly, checking if a door is locked many tilnes etc.

Causes of OCD are as follows

(i) Familial Disorder. If any member of a family is suffering from

OCD, then other members of the family have a high chance of
developing it. It is also inherited from one generation to another.
Hence, it is also genetic in nature.

(ii) Behavioral Causes. The behavioral theory suggests that

people with OCD associate certain objects or situations with
fear and learn to avoid those things or learn to perform rituals in
order to help. reduce the tension or the stress related to that
situation.

Oppositional De ant Disorder.

It is a behavior disorder that usually takes place in early teens.

It is characterized by an irritable mood, anger, argumentative
fi
behavior, disobeying, talking back and mood swings. Teenagers
going through ODD face a number of behavioral problems.

Causes of ODD are as follows

(i) Genetics The most likely genetic component that leads a

person to be more susceptible to developing oppositional
de ant disorder, as opposed to a person who has not been
exposed to the next type of genetics.

(ii) Environmental Similarly. If children are exposed to violence

or have friends who behave in destructive, reckless manners,
those children too are more likely to begin displaying behavioral
symptoms that correlate with the onset of ODD.

(iii) Physical Neurotransmitters help in proper functioning of

body activities, thus they should remain in imbalance states in
our brain when an imbalance exists in our brain the symptoms
of ODD may occur.

4. Is it always important to respect the dignity of the

disabled people. In this context, explain the disability
etiquettes in general.

Ans. Yes, it is essential to respect the dignity of the disabled

people.

The disability etiquettes are as follows:

It is always important to respect the dignity of disabled people.

So, talk to them with respect so that their self-esteem and
con dence is built up.
fi
fi
Respect the individuality of the person. So avoid generalizing
the disabled people and call them by their names.

Talk to the person and address him/her directly instead Of

talking through a friend or an interpreter who may also be
present there.

If you offer assistance, wait until the person responds. Then

listen carefully to his/her instructions.

Do not speak about the disabled persons as if they are invisible

or cannot understand what is being said.

Do not show extra attention or added care as it may give a

feeling of sympathy. Treat them with the same attention and
care as normal people.

5. Elaborate the disability etiquettes of dealing with people

facing speech dif culties and language impairment.

Ans. The disability etiquettes for dealing people with speech

dif culties and language impairment are mentioned below

• Give attention to the person who has dif culty in speaking.

• Keep manners to encourage rather than correct.
• Give extra time for the conversation with these people and
be patient.
• If you have dif culty in understanding, don’t pretend that
you do, Repeat as much as you do understand.
• Use a calm voice and be comfortable. Use simple and
short sentences.
• Do not argue with the person.
• Treat each person as an individual with talents and abilities
deserving of respect and dignity.
fi
fi
fi
fi
6. Explain ve strategies to make physical activities
accessible for children with special needs. Or

How physical activities are helpful for children with special

needs? Explain strategies to make physical activities
accessible for them. (CBSE 2020)

Ans. The ve strategies to make physical activities accessible

for children with special needs are as follows

(i) Medical Check-up. If we want to make physical activities

accessible for the children with special needs, we need to
understand the type of disabilities of children and for this
purpose complete medical check-up of the children is required.

(ii) Assistive Technology It refers to creating devices, tools or

equipment that help children with special needs to participate in
learning activities like bigger balls, balls with bells, balls
attached to strings etc. This kind of new technology makes
physical activities accessible for children with special needs.

(iii) Adaptive Physical Education. Adapted physical education

means developing, implementing and monitoring a carefully
designed physical education instructional programme for a
learner with a disability.

(iv) Creating a Speci c Environment. This means making a

friendly atmosphere by keeping in mind the speci c needs of
the children with disability. In this way, it shows that they are
also wanted in society and like other children of their age, they
can also play.

(v) Activities based on Interests. Physical activities must be

based on interest, aptitudes, abilities, previous experience and
fi
fi
fi
fi
limitations of children with special needs, The teachers of
physical education should have deep knowledge of limitations,
interests and aptitudes of children.

Case Based Questions

1. Raju, Sheela and Mili visited their new friends living in a
center for children with special needs. On the clay before
visiting the center, they held a meeting with their school
Physical Education teacher and learnt guidelines to deal
with their special friends at the center. They were very
much excited to meet them knowing how happy their
friends would be.

Based on this case, answer the following questions.

(i) How does disability etiquette help people to interact with

differently abled people?

Ans. Disability etiquette provides various guidelines on how to

interact with differently abled people. This makes interaction
easier and effective.

(ii) When did disability etiquettes come into existence?

Ans. There is no certain time period as to when it started but it

is believed to come into existence in 1970.

2. A teacher in a preschool noticed that a child is not

singing along with other children. She is not responding
even when her name is called. Then the teacher asked the
child to stand next to her and repeat the rhyme along with
her, while she prompted and encouraged her. With effort
the child was able to sing like other children of her age.

Based on this case, answer the following questions.

(i) Which kind of disorder is it? What could have possibly

caused this disorder ?

Ans. The disorder is sensory processing disorder. It is a type of

disorder in which the brain has trouble receiving and
responding. Genetic factors, neurological problems, accidents
may have caused this disorder.

(ii) What are the symptoms of the disorder that is selected

by you in question.

Ans. The disorder is SPD and its symptoms are trouble in

receiving or responding to information, short attention span,
delayed communication etc.

3. Rashi’s mother has the habit of washing her hands every

few minutes and spends her entire day arranging things
exactly the way she wants.

(i) How can the disorder of OCD be identi ed?

Ans. The disorder of OCD can be identi ed by seeing various

symptoms like repetitive behaviors, distressing actions,
debilitating obsessions or compulsions.

(ii) How do familial disorders cause OCD?

fi
fi
Ans. If parents or family members suffer from OCD, then other
family members are also likely to develop it. It may be inherited
from one generation to another also.