Abstract
Physical activity (PA) is important for all individuals regardless of their age, gender, and/or abilities. Adapted physical activity includes PA that has been adapted or modified, so that it is as appropriate for the person with a disability as it is for able-bodied individuals. As the authors investigate the world of movement and the challenges that come along with it, they explore possible approaches on how to include PA among individuals with special needs. Approaches to overcome diversity in terms of inclusive environments within physical education and sports will be the main focus. Inclusive instructional modifications will be presented, along with basic principles for modification in games and sports in inclusive environments, highlighting equality participation for all. They presently see diversity and acceptance being embraced by using modifications, open minded approaches, and adaptive equipment that facilitate PA. Society has come a long way in exploring best practices for inclusive environments that are specially designed to promote the inclusive environment.
TopBackground
Before we address the specifics of the nature of this chapter though, it is important to address some history on the use of language surrounding this special group of individuals. Individuals with disabilities used to be called cripples, abnormal, freaks, retarded, and even monsters. Later, terms like handicapped, disabled, physically challenged were used. The current widely used term is “people with disabilities”, also known as “people of determination” in the United Arab Emirates (UAE). It is now recommended that we look at the person first before considering their disability; for example, an individual with an intellectual, cognitive, developmental disability, rather than retarded, or a person who uses a wheelchair, rather than a cripple. Once again, of the reasons for those changes being to meet new guidelines, diversity, and inclusion, without forgetting that we should respect that people with disabilities also have their own word preferences.
Key Terms in this Chapter
Special Education: Means specially designed instruction at no cost to parents or guardians to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, in other settings, and in physical education.
Adapted Physical Education: Individualized program of physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, individual and group games; and sports that are designed to meet the unique needs of individuals.
People of Determination: Term used in the United Arab Emirates, referring to the people with disabilities in recognition of their achievements in different fields.
Physical Activity: Referring to all movement during leisure time, moving from one place to another, or as part of a person's work.
Adapted Physical Activity: Activity that matches personal strengths and interests with appropriate activities and adapting environments to promote full participation in physical activity, regardless of the population being engaged.
Inclusion: Refers to educating students with and without disabilities within the same environment.
Soft Skills: A combination of people skills, social skills, communication skills, character or personality traits, attitudes, career attributes, social intelligence, and emotional intelligence that enable people to navigate their environment, work well with others, perform well, and achieve their goals with complementing hard skills. Those skills include attitude, communication (both listening and speaking skills), work ethic, teamwork, leadership qualities, time management, decision making, conflict resolution, critical thinking, networking, empathy, and problem-solving.
Hypokinetic Diseases: Conditions associated with too little physical activity or exercise. Examples include heart disease, low back pain, and Type II diabetes.
Adapted Sports: Sport modified or created to meet the unique needs of individuals.
Transition Services: Transition between the school and community living. Transition services in physical education and sport should begin earlier than age 16 to foster independence and inclusion.