Guiding Principles for adapted Physical education for Elementary and Secondary Schools, and Colleges

In 1951 the following guiding principles were formulated by a committee from the AAHPER headed by Arther S.Daniels.

1. There is need for common understanding regarding the nature of adapted physical education;

2. There is a need for adapted physical education in educational institutions;

3. Adapted physical education has much to offer the individual who faces combined problem of seeking education and living most effectively with a handicap.

Through adapted physical education the individual can-

i. be observed and referred when the need for medical or other services are suspected;

ii. Be guided in an avoiding situation which would aggravate the condition or subject him to unnecessary risks of injury;

iii. Improve neuromuscular skills;

iv. Be provided with opportunities for improved psychological adjustment and social development;

4. The direct and related services essential for proper conduct of adapted physical education should be available to all schools. These services should include;

i. adequate and periodic health examination;

ii. Classification of children on the basis of health examination and other pertinent tests;

iii. Guidance of individuals needing special consideration with respect to physical activity, general health practice, vocational planning, recreational pursuits, psychological adjustments and social developments;

iv. Arrangement for appropriate physical education programme;

V. evaluation and record of progress through observation and appropriate measurements;

Vi. integrated relationship with other school personnel, medical and auxiliary services;

vii. Cumulative record cards for each individual;

5. It is essential that adequate medical guidance be available for teachers of adapted physical education.

6. Teachers of adapted physical education have a greater responsibility. He should –

I. have adequate professional education;

ii. Be motivated by highest ideals;

iii. Develop the ability to establish report with students who may exhibit social maladjustment as a result of disability;

Iv. be aware of students’ attitude towards his disability;

V. be prepared to give time and effort necessary to help students;

vi. Consider as strictly confidential information related to personal problems of the students.

7. Adapted physical education is necessary at all levels of education.

Types of Disability

There are different forms of classification of exceptional children. According to Kirk (1972), they can be classified as;

1. Communication disorders: includes children with learning disability and speech handicaps.

2. Mental deviations: includes children who are mentally retarded.

3. Sensory handicaps: includes children with auditory handicaps and visual handicaps.

4. Neurologic; orthopedic and other impairments.

5. Behavior disorders.

Dunn (1963) has categorized twelve types of exceptional children. They are –

1. Educable mentally retarded

2. Trainable mentally retarded

3. Gifted mentally retarded

4. Emotionally disturbed

5. Socially maladjusted

6. Speed impaired

7. Hard of hearing

8. Deaf

9. Partially seeing

10. Blind

11. Crippled

12. Chronically ill

Cruickshank (1971) has indicated following divisions of exceptional children –

1. Physically disabled

2. Speech defect

3. Impaired vision

4. Orthopedic impairments

5. Auditory impairment

6. Mental retardation

7. Emotionally disturbed.

According to Daniels and Davies –

1. Body mechanics problem

2. Mental deviancy

3. Neurological and neuromuscular disorder

4. Orthopedic deviations

5. Organic conditions

6. Sensory impairments

7. Emotional and behavioral problems