PHYSICAL & HEALTH EDUCATIONCHILDREN WITH DIFFRENT

ABILITIES

CLASS XII

2019-20

BY M K SONIB.TECH. B. PED

PHYSICAL DISABILITIES

• MOTOR ABILITIES• 1 STRENGTH• 2ENDURANCE• 3FLEXIBILITY• 4ENDURANCE• 4ENDURANCE• 5COORDINATIVE ABILITY• 6SPEED• ANY PHYSICAL DAMAGE (BODY PARTS),PHISIOLOGICAL

IMPAIRMANT THAT CAUSE HINDRANCE IN BASIC MOTORABILITIES & MOVEMENT.

• YOU ARE ALREADY AWARE ABOUT THE MOTOR ABILITIES

MENTAL DISABILITY1.COGNITIVE DISABILITY

• Cognition is "the mental action or process of acquiringknowledge and understanding through thought,experience, and the senses".

• Sustained Attention. ... • Response Inhibition. ... • Response Inhibition. ... • Speed of Information Processing. ... • Cognitive Flexibility and Control. ... • Multiple Simultaneous Attention. ... • Working Memory. ... • Category Formation. ... • Pattern Recognition.

• 1 Sustained Attention• Sustained Attention is the basic ability to look at, listen to and

think about classroom tasks over a period of time. All teaching and learning depends on it. Without attention, new learning simply does not happen, and issues of understanding and memory are of no relevance.

• 2 Response Inhibition• Response Inhibition is the ability to inhibit one’s own response

to distractions. Imagine two children paying close attention to to distractions. Imagine two children paying close attention to a lesson, when there is a sudden noise in the hallway.The child who maintains attention has better response inhibition.

• 3 Speed of Information Processing• Speed of Information Processing refers to how quickly a

learner can process incoming information. Some scientists consider speed of information processing a central aspect of IQ. Many children with attention problems often are unable to keep up with the lesson plan presented by the teacher.

• 4Cognitive Flexibility and Control

• Cognitive Flexibility is the ability to change what you are thinking about, how you are thinking about it and even what you think about it – in other words, the ability to change your mind. Cognitive flexibility is required in multiple ways throughout the school day.

• 5 Multiple Simultaneous Attention

• Multiple Simultaneous Attention is the ability to • Multiple Simultaneous Attention is the ability to multitask with success. It is the ability to move attention and effort back and forth between two or more activities when engaged in them at the same time. It makes demands on sustained attention, response inhibition and speed of information processing, and also requires planning and strategy.

• 6 Working Memory• Working Memory refers to the ability to remember instructions or

keep information in the mind long enough to perform tasks. We use simple working memory when we look at a phone number and keep it in mind while we dial it. Working memory is the sketch pad of the mind where we put things to think about and manipulate.

• 7 Category Formation• Category Formation is the ability to organize information, concepts

and skills into categories, and forms the cognitive basis for higher-level abilities like applying, analyzing, and evaluating those concepts level abilities like applying, analyzing, and evaluating those concepts and skills. Categories are the basis of language and organization of the world.

• 8 Pattern Recognition• Pattern Recognition and Inductive Thinking is a special ability of

the human brain to not only find patterns, but figure out in a logical way what those patterns suggest about what will happen next. In a broad sense, pattern recognition and inductive thinking form the basis for all scientific inquiry.

MENTAL DISABILITY2.INTELLACTUAL DISABILITIES

• LIMITATION IN INTELLACTUAL FUNCTIONS ,SUCH AS REASONING & LEARNING& DIFFICULTY TO CARRYING OUT THE FUNCTIONS OF DAILY LIFE(SOCIAL,COMMUNICATION ETC).

• EX: DYSLEXIA

• CONT........• CONT........

•MENTAL RETARDATION• Mental retardation(MR) is a generalized disorder appearing

before adulthood, characterized by significantly impairedcognitive functioning and deficits in two or more adaptivebehaviors. It has historically been defined as an IntelligenceQuotient score under 70.Once focused almost entirely oncognition, the definition now includes both a componentrelating to mental functioning and one relating toindividuals' functional skills in their environment. As aindividuals' functional skills in their environment. As aresult, a person with a below-average intelligence quotient(BAIQ) may not be considered mentally retarded.Syndromic mental retardation is intellectual deficitsassociated with other medical and behavioral signs andsymptoms. Non-Syndromic mental retardation refers tointellectual deficits that appear without otherabnormalities.

• Classification• These children typically have difficulties with social, communication, and functional academic skills.

Children who have a neurological disorder or illness such as encephalitis or meningitis maysuddenly show signs of cognitive impairment and adaptive difficulties. Mental Retardation varies inseverity. The Diagnostic and Statistical Manual of Mental Disorders, fourth edition, text version(DSM-IV-TR), which is the diagnostic standard for mental health care professionals in the UnitedStates, classifies four different degrees of mental retardation: mild, moderate, severe, andprofound. These categories are based on the person’s level of functioning.

• Mild mental retardation• Approximately 85% of the mentally retarded population is in the mildly retarded category. Their IQ

score ranges from 50-70, and they can often acquire academic skills up to about the sixth-gradelevel. They can become fairly self-sufficient and in some cases live independently, with communityand social support.

• Moderate mental retardation• About 10% of the mentally retarded population is considered moderately retarded. Moderately

retarded persons have IQ scores ranging from 35-55. They can carry out work and self-care tasksretarded persons have IQ scores ranging from 35-55. They can carry out work and self-care taskswith moderate supervision. They typically acquire communication skills in childhood and are able tolive and function successfully within the community in such supervised environments as grouphomes

• Severe mental retardation• About 3-4% of the mentally retarded population is severely retarded. Severely retarded persons

have IQ scores of 20-40. They may master very basic self-care skills and some communication skills.Many severely retarded individuals are able to live in a group home.

• Profound mental retardation• Only 1-2% of the mentally retarded population is classified as profoundly retarded. Profoundly

retarded individuals have IQ score under 20-25.They may be able to develop basic self-care andcommunication skills with appropriate support and training. Their retardation is often caused by anaccompanying neurological disorder. Profoundly retarded people need a high-level of structure andsupervision

SOME EXAMPLES OF MENTAL DISABILITIES

• 1.BIPOLAR DISORDER

• Bipolar disorder, also known as manic-depressive illness, is a braindisorder that causes unusual shifts in mood, energy, activity levels, andthe ability to carry out day-to-day tasks.

• There are four basic types of bipolar disorder; all of them involve clearchanges in mood, energy, and activity levels. These moods range fromperiods of extremely “up,” elated, and energized behaviour (known asmanic episodes) to very sad, “down,” or hopeless periods (known asdepressive episodes). Less severe manic periods are known as hypo manicepisodes.

• Bipolar I Disorder— defined by manic episodes that last at least 7 days, orby manic symptoms that are so severe that the person needs immediatehospital care. Usually, depressive episodes occur as well, typically lastingat least 2 weeks. Episodes of depression with mixed features (havingat least 2 weeks. Episodes of depression with mixed features (havingdepression and manic symptoms at the same time) are also possible.

• Bipolar II Disorder— defined by a pattern of depressive episodes andhypo manic episodes, but not the full-blown manic episodes describedabove.

• Cyclothymiacs Disorder (also called cyclothymiacs)— defined bynumerous periods of hypo manic symptoms as well numerous periods ofdepressive symptoms lasting for at least 2 years (1 year in children andadolescents). However, the symptoms do not meet the diagnosticrequirements for a hypo manic episode and a depressive episode.

SCHIZOPHRENIASPLIT +PERSONALITY

• Schizophrenia is a severe mental disorder, characterized by profound disruptions in thinking, affecting language, perception, and the sense of self. It often includes psychotic experiences, such as hearing voices or delusions. It can impair functioning through the loss of an acquired capability to earn a livelihood, or the disruption of studies.

• DELUSION OF REFRENCE• DELUSION OF PROSECUTION• DELUSION OF RELIGION• DELUSION OF RELIGION• HALLUSINATION• FLATTEND EFFECT (NOT DIFF IN HAPPY OR SAD)• WITHOUT GOAL /AIM• POOR SPEECH• ANEXITY LEADS TO DEPRESSION

DISORDERS

• DISTERBANCE IN NORMAL FUCTIONING.

• DEARANGEMENT OR ABNORMALITY OF FUNCTION

• 1 ADHD• 1 ADHD

• 2ASD

• 3OCD

• 4ODD

• 5SPD

•

ADD(ATTENTION DEFICIET DISORDER)• Attention Deficit Disorder (ADD) is a term

used for people who have excessive difficulties with concentration.

ADHD(ATTENTION DEFICIET HYPERACTIVITY DISORDER)

• 1.LESS ATTENTION

• 2.IMPUSIVITY

• 3.HIGH ON ACTIVITY

• “TREATMENT• “TREATMENT

• BY MEDICINE

• THAT REDUCE

• DOPAMINE”, BEHAVIOUR THERAPY,CONSELLING

ASD(AUTISM SPECTRUM DISORDER)

• Autism spectrum disorder impacts the nervous system and affects the overall cognitive, emotional, social and physical health of the affected individual.

• The range and severity of symptoms can vary widely. symptoms can vary widely. Common symptoms include difficulty with communication, difficulty with social interactions, obsessive interests and repetitive behaviours.

• Early recognition, as well as behavioural, educational and family therapies may reduce symptoms and support development and learning.

SYMPTOMS

1.COMMUNICATION (PARENT ARE STRANGER,EYE CONTACT)2.EMOTION RECIPROCITY (WEEPING ON WATCHING MOVIE)3.DELAYED LANGUAGE3.DELAYED LANGUAGEONE SIDED QUESTIONING4. STEROTYPICALLY REPEATITION OF WORDS,FAST SPEAKING5.REPITITIVE BEHAVIOUR(WIPING NOSE,SOMETIMES EXCEPTIONAL MEMORY)6.INTEREST IN SOME DATA7.RESIST TO CHANGE IN ROUTINE

• ISAA Scores Degree ofAutism< 70 NORMAL70 to 106 MILD AUTISM107 to 153 MODRATE AUTISM> 153 SEVERE AUTISM

CAUSE

• 1.HEREDITY (REGILE X SYNDROME)

• 2.ENVIRONMENTAL FACTOR

• 3.PRETERM BABIES

DIGNOSIS

• ISAA (INDIAN SCALE FOR ASSESMENT OF • ISAA (INDIAN SCALE FOR ASSESMENT OF AUTISM)

• CARS(CHILDHOOD AUTISM RATING SCALE)

UNCURABLE NO TREATMENT

PSYCHOLOGICAL THERAPY USEFUL TO CURE

OCD(OBSESSIVE COMPULSIVE DISORDER)

ODD(OPPOSITIONAL DEFIANT DISORDER)

SPD(SENSORY PROCESSING DISORDER)

• SPD IS TRAFFIC JAM THAT PREVANT CERTAIN PART OF BRAIN FROM RECIEVING THE INFORMATION NEEDED TO INTERPRET SENSORY INFORMATION CORRECTLY.