Inclusion of Disabled Students in PE

This assignment explores the crucial role of inclusive physical education in schools. It emphasizes the need for adapted activities, communication strategies, and curriculum modifications to engage disabled students effectively. The paper argues that fostering a welcoming environment where all students can participate and showcase their abilities is essential for their educational and social development.

DISABILITY SPORT & PHYSICAL EDUCATION TACKLING
INACTIVITY IN DISABLED YOUNG PEOPLE
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Table of Contents
Disability in UK...............................................................................................................................3
Barriers faced by disabled people while engaging in physical activity...........................................3
Principles and practice in the modification of activities..............................................................4
Adapted physical activities and Paralympic sports.....................................................................4
Issues within PE and school sport...............................................................................................5
Evaluate a range of methods in increasing the involvement of disabled people in sports and
physical education...........................................................................................................................6
References........................................................................................................................................8
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DISABILITY IN UK
Disability is considered as an impairment which may occur in human in the form of
cognitive, mental and physical sensory. It has a substantial impact on person’s life activities and
it may be present from birth or it could occur during a person’s lifetime (Efstratopoulou, 2016).
Disability has been increasing among youngsters of UK and that is also followed by intellectual
and sensory disability. According to the Centres for Disease Control and Prevention, some
common disabilities among adults include arthritis or rheumatism, back or spine problems and
heart trouble. As compared to men, women had a significantly higher prevalence of disability
(24.4% versus 19.1%).
However, for both the sexes, the prevalence of disability doubled in successive age
groups (18 to 44 years; 45% to 64% and 65 and over aged; 51.8%). The ratio of disability has
been increasing among youngsters and this impacts their engagement in sports activities. Thus,
in such context discussion has been made regarding factors that can influence the experience of
sport and physical education provision by disabled people (Jachyra and Gibson, 2016). Along
with this, discussion has also been made regarding methods that can be utilized for the purpose
of increasing involvement of disabled people in physical and sports education.
BARRIERS FACED BY DISABLED PEOPLE WHILE ENGAGING IN PHYSICAL
ACTIVITY
Nearly, everyone faces hardships and difficulties at one time or another; but for people
with disabilities, barriers can be more frequent and have greater impact. As per the records of
WHO, barriers are also considered as physical obstacles which also restricts the youngsters to
participate in physical activities (Cale, Harris and Duncombe, 2016). In this respect, the EU
defines physical activity as important for people since that enhances their physical and mental
capability. Moreover, it can also be said that disable people are also considered as incapable of
being performing physical activities since they have several problems in moving and managing
things. Physical barriers are structural obstacles that block mobility or access and it also changes
the way people deal with mobility impairment.
At the time of engaging in physical activities, coaches and trainers always look for
physically fit people; hence only such people are given the opportunity to involve in physical
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education (Daniels, 2016). They are also considered as capable to handle all such aspects;
therefore they are being engaged in physical activities. Disable people generally experience
issues while engaging in physical activity and most of the time they are not involved in physical
education with other normal people. Disability is considered as their major weakness through
which they are excluded from physical education. Disability can arise in any of the form such as
speaking disability, physical disability and mental disability. Since, the present study has been
emphasizing on physical disability; therefore chief consideration has been given towards
youngsters who are disable from several grounds.
Youngsters are not given optimum chance to participate in sports and physical activities
as competition prevails in the same area of concern. Sometimes, capable youngsters are not
given opportunities; therefore the possibilities of adequate concern for disable people is highly
less chiefly in sports and physical activities. For instance- in schools and colleges, youngsters are
not judged on the basis of their physical and mental fitness and after that they can participate in
sports and physical activities (Dugas, 2017). The degree of participation in physical activity
among people with disabilities is affected by a multifactorial set of barriers and facilitators that
are even unique to this population. Further, it has also been analysed that sports people are
considered as important in participating in physical activities because they generally represent
their respective identity.
Principles and practice in the modification of activities
In order to involve disable youngsters in physical education, several changes have been
implemented in the principles and practice; hence this allows the youngsters to participate
appropriately in physical education. Several changes have been observed in this area wherein
principles and practices are being changed so as to maintain the interest of disabled people.
Disabled people are also involved in physical education wherein they are provided appropriate
chances to depict their talent.
Adapted physical activities and Paralympic sports
There has been an evolution of sport as a means of active training and performance in
rehabilitation and its current applications within a comprehensive rehabilitation system
(Efstratopoulou, 2016). Terminological developments in the past and present are considered first
and central issues of adapted physical activity and sport with a rehabilitation framework. In
terms of improvements and modifications, changes have been made to the international
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classification of function, disability and health as a unified conceptual framework. In current
scenario, physical activities and sports for participants with functional limitations are considered
under the framework of adapted physical activity.
In this concern, Adaptation theory is considered as a leading paradigm that links with
physical activity with adaptation of various environmental, social and individual systems. The
theory is useful in suggesting philosophies and concepts that are applicable to physical activity
adaptations which is required for performing under disability conditions. As per the model, it is
crucial for the education centres to consider all the participant’s so that they can be given the
opportunities to depict their talent in respective area. Adaptation physical activity is mostly
accomplished in group settings; thus further it provides a social motivational factor that is based
on model learning (Eisenberg, Vanderbom and Vasudevan, 2016). Thus, in this aspect it can be
said that the advantage of motivational effects of APA in a health and rehabilitation context have
been linked to desired exercise behaviour.
Issues within PE and school sport
In school sports activity, students are invited to participate in numerous activities so they
can enhance their capabilities and physical fitness. This is also useful in terms of optimizing
social participation and quality of life. Apart from this, it is also observed that exclusion of
disabled people from sports activity and physical education could also lead to life threatening
impacts. School sport is essential for the students as through that, they learn the ways through
which physical capability and fitness could be improved. At the same time, physical education is
also important because that allows the students to get knowledge about sport activities, play
games and other aspects (Hämäläinen and et.al., 2016). Changes are also happened in the realm
of sport stimulation and daily physical activity promotion programs.
Because it is guaranteed to reach virtually all children, physical education is the only sole
opportunity for nearly all school- age children to access health enhancing physical activities. In
this respect, highly qualified physical education programs are being introduced which are
instructed by certified physical teachers and that also involves elementary studies for the studies.
Students are more physically active on days which they have physical education. Along with
this, in terms of improvements, substantial discrepancies exist in states that mandates regarding
the time allocated for physical education.
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EVALUATE A RANGE OF METHODS IN INCREASING THE INVOLVEMENT OF
DISABLED PEOPLE IN SPORTS AND PHYSICAL EDUCATION
Physical education is a formal content area of study in schools that is standards based and
encompasses assessment based on standards and benchmarks (Jachyra and Gibson, 2016).
Physical education has become a subject matter in schools and it plays huge role in enhancing
human health. However, by the turn of 20th century, personal hygiene and exercise for bodily
healthy were incorporated in the physical education curriculum as the major learning outcomes
for students. In this concern, it has been noticed that physical education is comprehensive; but
physically active approach that involves teaching social, cognitive and physical skills and this
can be achieved through facilitating other goals. This perspective also defines that physical
education is useful in preparing the child and youth for a lifetime of physical activity. It also
allows children to get engaged in physical activity during for developing a sense of learning
knowledge.
Thus, it can be said that physical education is now considered as a part of education
provides the only opportunity for all children to learn about physical movement and engage in
physical activity (Reppermund and Trollor, 2016). Physical education has also become a
component of the education system and it is also important to know that education system does
not operate with a centralized curriculum. However the system is also influenced by several
legislation and policies which increases the opportunities of specific involvement of disabled
children. Thus, in terms of provisions, it can be said that changes are being made in the
government policies and practices wherein equal opportunities are required to be given towards
all the disabled children. However, on the other hand, children usually do not give specific
attention towards sports activities because they already knew about their incapability. Thus, in
order to eradicate the issue, several amendments have been added in the same domain.
There must be proper involvement of all the children in physical education and sports
activity so that they can get the opportunity to enhance their physical strength and apart this,
their overall learning aspects can also be encouraged. However, on the other hand, schools and
colleges can plan for several activities that are being organized for disabled people as that will
also help in managing their area of interest (Stewart, Berry, Przulj and Treanor, 2017). This is a
major provision that has been added in the school and sports curriculum and this can also amend
involvement of disabled people in physical education. Further, they are can also be trained
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through providing them the opportunity to showcase their physical strength and capability.
Schools and education institutions must also plan and organize safe and effective session of
activity for disabled people so that they can get the opportunity to involve themselves with other
children.
Proper involvement is essential especially among disabled children as through that, their
interest level could be maintained in education and school activities (Williams, Ma and Martin
Ginis, 2017). Apart from this, chief consideration should also be given towards proper use of
communication aspects so that disabled people can also start working as a team in different
areas. Thus, it can be said that tackling disability is a major aspect; henceforth it is vital for the
school entities to ensure that child interest is being maintained. For proper involvement of
disabled people, it is essential to develop new courses and curriculum so that such people can
also get the opportunity to showcase their sports and physical capabilities by participating in
different areas.
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REFERENCES
Cale, L., Harris, J. and Duncombe, R., 2016. Promoting physical activity in secondary schools:
Growing expectations,‘same old’issues?. European Physical Education Review. 22(4).
pp.526-544.
Daniels, J. E., 2016. A realist perspective of a disability sports programme in south Cheshire: a
case study.
Dugas, E., 2017. Leveling the Playing Field: Assessing Physical Literacy in Children and Youth
with Physical Disabilities.
Efstratopoulou, M., 2016. Adapted Physical Activity and Sports Recreation as a Key Element for
Regional Development and Improvement of the Quality of Life. Handel Wewnętrzny, (6
(365)). pp.429-440.
Eisenberg, Y., Vanderbom, K. A. and Vasudevan, V., 2016. Does the built environment
moderate the relationship between having a disability and lower levels of physical
activity? A systematic review. Preventive Medicine.
Hämäläinen, R. M. and et.al., 2016. An evaluation of equity and equality in physical activity
policies in four European countries. International journal for equity in health. 15(1).
p.191.
Jachyra, P. and Gibson, B. E., 2016. Boys, transitions, and physical (in) activity: exploring the
socio-behavioural mediators of participation. Physiotherapy Canada. 68(1). pp.81-89.
Reppermund, S. and Trollor, J. N., 2016. Successful ageing for people with an intellectual
disability. Current opinion in psychiatry. 29(2). pp.149-154.
Stewart, C. H., Berry, P., Przulj, D. and Treanor, C., 2017. Cancer-related health behaviours of
young people not in education, employment or training (‘NEET’): a cross-sectional
study. BMC cancer. 17(1). p.165.
Williams, T. L., Ma, J. K. and Martin Ginis, K. A., 2017. Participant experiences and perceptions
of physical activity-enhancing interventions for people with physical impairments and
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mobility limitations: A meta-synthesis of qualitative research evidence. Health
Psychology Review, (just-accepted). pp.1-37.
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