Short essay on Physical education and exceptional children

Normal physical education programmes are planned for the children of different age groups according to their need, interest and ability.

Most children are able to participate in these regular programmes. But, there are some children in every educational institute, whose participation in normal physical education programme is not possible because of physical or mental impairments.

If physical education is to achieve its avowed purpose of contributing to-the fullest development of pupils, adequate provision must be made by adapting the programme for those with impairments also.

All children capable of attending school must have full opportunity for maximal growth and development. Accordingly, physical education programmes should be broadened to meet the needs of all children.

Each child, whatever his limitations, has certain capabilities, needs and interests. The needs of those exceptional children in a democratic society are not different from those of others, they are rather greater. He wants acceptance by his friend and recognition where he can earn it. The tasks confronting him in achieving his goals are more difficult, but he is willing to struggle harder.

Adapted physical education has been defined as “the physical education designed and adapted for exceptional students”-

(Daniels and Davies) General physical education programme is made for the pupils who have no restrictions placed on their activities. So, these programmes do not fulfill the requirements of exceptional children.

To meet such situation, two course of action commonly have been followed. The first has been to excuse the child from physical activities and the second has been to place him in a ‘corrective programme’. Both of these actions do not suit to his physical needs. Neither course of action has been found adequate to the child’s total needs or even the potentialities of the school for meeting these needs.

Excusing the child from physical education has been regarded as a safe way out, but it is costly to the child. It is true it may keep him from aggravating his condition or from incurring new injury, it also prevents embarrassment and frustrations in a programme generally recognized as beyond his capabilities.

But the child is a growing human being in a free society, seeking to live and grow with others of his age. Excusing exceptional children from participating in any kind of physical education cannot be an acceptable procedure in the light of modern educational philosophy. Rather, his educational needs must be met.

Attempts have been made to provide corrective programmes to the exceptional children as the second alternative. A close look to the situation reveals that much impairment, such as chronic illness, mental retardation, poor vision, bone and joint injuries and many others are not remediable through corrective exercise.

For children with these impairments many physical activities are not feasible or are medically contraindicated. But, there remain in the broad range of physical education many activities that can be used both safely and successfully.

Broadening the physical education programme for serving exceptional children invokes other considerations. Segregation into special corrective groups and limiting physical education programmes solely to these exercises cannot be regretted as meeting their needs.

A certain amount of homogeneous grouping at times is necessary to accomplish specific counseling, guidance or other special ends, but as far as possible they should be offered similar experiences under the same conditions as other children.

The terminology in dealing with exceptional children should be considered carefully. Reference to them as ‘Defective’, ‘Deviates’ or ‘Handicapped’ is a constant reminder of their difference. More consideration may also be given in the terminology used for the kind of exercise they engage. Corrective, restricted, remedial and rehabilitative are terms children do not like. Each indicates to a greater or lesser degree of a kind of stigma, again emphasizing differences.

The area of study may be referred to as ‘adapted physical education’, ‘special physical education’ or ‘physical education for the exceptional’.

The name of the subject, however, should remain common as physical education for all. Contents of the course should be adapted to each individual and his need.

Adapted physical education has great potentialities. The exceptional children may learn how to protect their condition from aggravation.

In cases of permanent physical or mental impairment their adjustment is enhanced by acquisition to sports and games skills and knowledge that permit them in selected game situations with reasonable success.

Psychological and social values can result from confidence and a feeling of security gained through improved physical function and increased capacity for recreational activities. In later years these may have vocational implications.