Summary

This unit established how physical education includes Children With Special Needs (CWSN, or Divyang) with dignity and success. The key ideas, in the order the textbook teaches them:

• Disorder and disability (and impairment). A disorder is a disturbance or abnormality in the normal functioning of the body or mind; it is often temporary and can frequently be treated and reversed. A disability is a long-term physical, mental, intellectual or sensory limitation that, in interaction with barriers, restricts a person's full and effective participation on an equal basis with others. The link between them: a disorder may or may not lead to a disability — it becomes one only when the disturbance becomes lasting and restricts everyday participation. (An impairment is the underlying loss or abnormality of body function or structure; the disability is the restriction it causes.)

• Defining and classifying disability. The ICF names nine domains of functioning and three models of disability (medical, social and the biopsychosocial model the ICF is built on). The law has evolved from four recognised "handicaps" (pre-1995) to 21 disabilities under the RPWD Act 2016, which also makes participation in sport a right.

• Types of disability, with causes and nature.

  • Physical disability — a long-term limitation of physical functioning, mobility, dexterity or stamina, with forms including locomotor impairment, amputation, cerebral palsy, dwarfism, muscular dystrophy, visual impairment, hearing impairment, speech and language disability, and leprosy-cured status.
  • Intellectual disability — significantly subaverage intellectual functioning together with limitations in adaptive behaviour (conceptual, social and practical), classified by IQ as mild, moderate, severe or profound; associated conditions include Down syndrome, autism spectrum disorder and mental illness.
  • Learning (cognitive) disability — difficulty with memory, problem-solving, attention and reading/linguistic/verbal/writing and maths comprehension (e.g. dyslexia, dyscalculia).
  • Causes are grouped by timing (pre-natal, perinatal, post-natal) and by kind (biological, psychological, delayed screening, lifestyle, accidents and war, poor healthcare, lack of awareness, chemical exposure and illness) — many of them preventable.

• Disability etiquette. Respectful ways of interacting that protect dignity and independence: a positive attitude; two-way, people-first communication; social etiquette (don't assume, offer help only if needed and ask how); and physical etiquette (eye level, eye contact, never touch a person's assistive device without permission).

• Adapted Physical Education. A carefully designed, assessment-based PE programme that modifies activities, rules, equipment and environment so every child can take part. Its aim is to make physical education accessible to all as per their need; its objectives run from building individual programmes and life-long functional activeness to safety, inclusion, self-esteem, regularity/discipline and sportsmanship. …