2.
CONCEPT OF CLASSIFICATION AND DIVISIONING IN SPORTS
There are six main types of categories for Paralympic:
(i) Visually Impaired
(ii) Cerebral Palsy
(iii) Les Autres/Draftism
(iv) Amputation
(v) Intellectual Disability
(vi) Spinal Cord Injury
The classification for disability sports is used to facilitate fair competition among people
with different types of amputations. The classes for ISOD's amputee sports classification
system are A1, A2, A3, A4, A5, A6, A7, A8 and A9. The first four (AT to A4) are for people with
lower limb amputations. AS to A8 are for people with upper limb amputations.
Cerebral Palsy Sport Classification is a classification system used by sports that
include people with Cerebral Palsy (CP) with different degrees of severity to compete fairly
against each other and against others with different types of [Link] general,
Cerebral Palsy-International Sports and Recreation Association (CP-ISRA) serves as the
body in charge of classification for cerebral palsy sport, though some sports have their own
classification system which apply to CP sports people. The classification system
developed by the CP-ISRA includes eight classes: CP1, CP2, CP3, CP4, CP5, CP6, CP7 and
CP8. These classes can be generally grouped into upper wheelchair, wheelchair and
ambulatory classes. CPI is the class for upper wheelchair, while CP2, CP3 and CP4 are
general wheelchair classes. CP5, CP6, CP7 and CP8 are ambulatory classes.
The Les Autres class of disabilities generally covers two classes. “These are people with
short stature and people with impaired passive range of movement. The latter Is
sometimes referred to as PROM.
Classification for disability sports generally has three or four steps. The first step is
generally a medical assessment. The second is generally a functional assessment. This
may involve two parts: first observing sportspeople in training and then involving observing
sportspeople in competition. There are a number of people involved in the process beyond
the sports person including individual classifiers, medical classifiers, technical classifiers,
a chief classifies, a head of classification, a classification panel and a classification
committee.
3.(A) CONCEPT OF INCLUSION: Inclusion can be defined as the act or state of being part
of something larger. Inclusion in education is an approach to educating students with
special educational needs.
According to Norwich, “Inclusion is something which cannot be done to People, it is
something in which people are actively involved”.
3.(B) NEED OF INCLUSION
(i) Molds the Values of the Next Generation : Students should see the person first and the
disability second. Students learn empathy and the value diversity.
(ii) Provides Opportunities for Friendship : The development of friendship requires a
close proximity and a common experience. Keeping children together encourages both
objectives. Students develop a comfortable way to interact with students with disabilities.
Children with disabilities attend the same school as their neighbourhood friends.
(iii) Improves Social and Communication Skills: Inclusive education provides ample
opportunities for all Students. Students with disabilities and those without disabilities have
better social relations among themselves.
(iv) Builds Self Esteem : Inclusive classrooms should be filled with diverse learners. This
lets kids observe and talk about diverse learning patterns and the manner in which
everyone learns in their own way.
(v) Enhances Academic Performance: Inclusive education leads to better academic
performance than in Exclusive education.
(vi) Improves Performance: Since the expectations of all the children are higher in a mixed
abilities Classroom, inclusion attempts to develop an individual’s strengths and gifts by
stretching each individual to Optimal performance.
3.(C) IMPLEMENTATION OF INCLUSION: Implementation of these practices varies.
Schools most frequently use the inclusion model for selected students with mild to
moderate special needs. Fully inclusive schools, which are rare, do not separate “general
education” and “special education” programmes; instead, the school is restructured so
that all students learn together.
4. ADVANTAGES OF PHYSICAL ACTIVITIES FOR CHILDREN WITH SPECIAL NEEDS: The
benefits of physical activities are universal for all children, including those with disabilities.
Disabled persons are taught in Inclusion Schools so that they fit in society, moreover,
normal people can understand their needs. All children can get benefit from the exercise
and pure enjoyment of playing sports. Physical activity is as important for special children
the advantages are as under :
(i) Physical Benefits : Scientific studies into disability groups have demonstrated
that participation in physical activity and sport leads to improved levels of well-
being and physical health.
(ii) Better Psychological Health : The psychological health becomes better by
doing physical activities for Children with special needs.
(iii) Overall Health Improvement : Physical activities provide good health and
proper functioning of internal Organs. Thus, the overall efficiency gets improved.
(iv) Provides Fun and Recreation: Physical activities provide fun and recreation
thus refreshes and energies. It helps to reduce stress, anxiety and depression
level in disabled children.
(v) Improves Social Abilities : Physical activities provide ample opportunities for
improving social skills and social interactions among CWSN.
(vi) Better Emotional Balance : Physical activities help the children with special
needs by controlling and balancing their emotions and also give them
enjoyment.
(vii) Overcoming Health Problems : Physical activity for CWSN helps to keep them
away from health problems, diseases, illness etc.
5. STRATEGIES TO MAKE PHYSICAL ACTIVITIES ASSESSABLE FOR CHILDREN
WITH SPECIAL NEEDS: Physical activities for disabled children are specifically
designed programmes with special need considering the
Type of disability or disorder. Physical education programmes in a modified way
help in the development or teaching or recreation and play of disabled person.
Adapted or specially designed Physical Education (APE) is about meeting
the unique needs of individual students with disabilities. In APE, the instructor
provides planning and assessment, consultation for general physical education
Teachers, specially designed instruction, and adapts or modifies the curriculum,
task. Equipment, and/or environment
So that a child can participate in all aspects of physical education. APE and
general physical education teachers work
Together to design meaningful and beneficial instructions for all students.
Contents in adapted physical education should mirror the general physical
education curriculum Greatest possible extent, because physical education is a
required component of special education. It includes lot of strategies to make
physical activity assessable for CWSN such as :
(i) Medical Check-up: The activities for children with special needs should
be started by proper medical check-ups
(ii) Activity According to Individual Abilities : The physical activities are
specifically and specially designed for the individual according to his/her
ability.
(iii) Activities Based on Interests : Physical activities must be based on the
interest, aptitude, ability, previous experience and limitations of children
with special needs.
(iv) Modified Equipments : Equipments are specially designed and modified
according to individual needs.
(v) Simple and Easy Rules : The physical activities for disabled people are
having simple and easy rules, moreover, it should be graded as specified
by Paralympics.
(vi) Motivated to Participate Freely: The activities designed for them should
encourage the participation freely and independently.
