Rehabilitation in PhysicalEducatin

Influential impact of Adapted Physical Education in Rehabilitation among Disables

SANTOSH KUMAR B RATHOD

Mped, NET,K-SET

Physical education teacher

Govt High school KONKAL, Tq//Dist:: Yadgiri

ABSTRACT
Adapted Physical Education is physical education which has been adapted or modified,
so that it is as appropriate for the person with a disability as it is for a person without a
disability. The rehabilitation makes the process easy as it helps the participant to recover from
an injury or illness through this process. This chapter describes the evolution of sport as a
means of active training and performance in rehabilitation and its current applications within a
comprehensive rehabilitation system. Terminological developments in the past and present are
considered first and central issues of adapted physical activity and sport within a rehabilitation
framework follow, including: (a) The international classification of function, disability and
health as a unified conceptual framework; (b) APA and sport vs. physical therapy in
rehabilitation; (c) adaptation theory as the core concept; (d) the inactivity epidemic as a major
source for current professional concern; (e) the motivational nature embodied in sport; (f)
obligation to self-determination and empowerment as the typical mode of engagement; and (g)
classification as a unique instrument for equalizing opportunities in disability.
KEYWORDS- Adapted physical education, disability, rehabilitation, comprehensive, development.
1. INTRODUCTION
Adapted physical education is the proper term, used in federal and state guidelines and
in all current major texts, journals, and Internet sites in the field. The basic idea is that service
delivery is adapted, while behaviors are adaptive. The program is adapted to meet the needs of
each student through modifications and accommodations. The student is not required to adapt
to the conditions of the program as would be implied with adaptive physical education refers to
adapted behaviors.
The general physical education program is adapted to meet the unique needs of a
student with a disability through modifications and accommodations. Adapted Physical
Education is a service not a setting. If a student with a disability requires specialized instruction
in physical education to meet the student’s unique needs, it is the responsibility of the student’s
Individualized Education Program (IEP) team to determine if the student requires specialized
instruction in physical education.
Although the benefits of exercise and sports participation has been well documented for
the general population, for children and youth with disabilities, there are various considerations
that may affect their overall participation in such activities. It has been found that children and
youth with disabilities have lower levels of physical activity and fitness compared to non￾disabled peers. Children and adolescents with disabilities are also at higher risk of being
physically inactive or participating in more sedentary activities. Additionally, it has been shown
that children and youth with disabilities are also not as commonly members of sports teams.
Only 29% of children with disabilities classify themselves s being physically active.
Unfortunately this puts more children and adolescents at higher risk for obesity. In the United
States, it is estimated there are approximately 49.7 million persons with a long lasting disability
or chronic condition according to US Census 2000 data. There are about 5.5 million children and
adolescents living with a disability and about 12% of this population are school age children.