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Hello everyone! I hope all is going well and you are enjoying your summer. This issue of the "Adapted" section has changed from the previous format. The intent is to focus on one disability, mental retardation, and a variety of issues in relation to providing physical education services for individuals with mental retardation.
It is important to realize that as adapted physical educators, and physical educators, we must always focus on the ability of the students, not the disability. Still, there are times when it is helpful to have a solid understanding of the disabilities.
This page will attempt to provide readers with a basic understanding of mental retardation. Additionally, ideas on how to include students with mental retardation into the general education class and adapted physical education classes will be discussed. Furthermore, information will be included on possibilities for sport, recreation, and leisure opportunities.
Following issues of the Adapted section will continue following this format of addressing a disability and programming issues regarding that disability. If you have specific questions about a particular disability, please let any of the editors for this section know of your questions and we will try to answer them in upcoming issues dealing with that disability.
Cindy Piletic
Section Editor
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Mental Retardation
Mental Retardation is a condition that is often seen in the schools, and offers many different variations in the abilities. The American Association on Mental Retardation in 1992 provided the most used definition for the disability. The definition reads: an individual is considered to have mental retardation based on the following three criteria: intellectual function level (IQ) below 70 - 75; significant limitations exist in two or more adaptive skill areas (i.e. the living skills needed to live, work, and play in the community); and the condition is present from childhood.
It should be noted that schools may use a different definition because of how mental retardation is defined by the federal law (Individuals with disabilities education act) because of the impact the federal law has on providing services to students with disabilities. The web page for National Information for Center for Children and Youth with Disabilities is a great source for information and understanding of federal legislation.
Mental retardation is a condition that has no boundaries - it cuts across all racial, ethnic, social, economic, and educational backgrounds. Most individuals with mental retardation will have a mild type of mental retardation. Only approximately 13% of individuals with mental retardation experience the condition at a severe level.
As there are multitudes of variations of the condition, there are also numerous causes for mental retardation. In an effort to keep this simple, the causes can be generalized to five (5) different categories: Genetic conditions, problems during pregnancy, problems at birth, problems after birth, and poverty and cultural deprivation. For more specifics about the causes, examine the ARC web site.
Different conditions that mental retardation is often linked to include: Fragile X Syndrome, Down Syndrome, and Fetal Alcohol Syndrome. Also, some individuals with mental retardation have other conditions (i.e. impaired vision, impaired hearing, congenital heart conditions, atlantoaxial instability, and coordination difficulties. These are some of the conditions that are often seen in the schools. As good physical educators, we must remember to focus on the abilities of the student.
Remember that individuals with mental retardation are able to do many things. There has been a lot of research done on self-fulfilling prophecy and students with mental retardation. Focus should always be raising the expectations of the students. Thus, many individuals with mental retardation will be able to participate in the regular physical education class with varying amounts of modifications.
As physical educators, and adapted physical educators, we need to remember the following things when planning lessons for including students with mental retardation. First, are there any medical considerations that may be affected by physical activity (i.e. heart conditions)? Second, does the student have the ability to understand the type of instruction we use in our teaching? Third, does the student need any special equipment to participate along with the rest of the students? Fourth, what is the present level of skill that the student has, and how does that match the goals for the lesson?
Transition services are very important to physical educators today, and when planning lessons for students with mental retardation, consideration must be given to how the skills learned in physical education will transfer over into skills used in the community when the student have finished his/her schooling. Some possibilities will be listed under the header; Sporting Opportunities.
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Explore the web pages on these different conditions to become more informed on conditions that may be experienced by individuals with mental retardation.
- Atlantoaxial instability
- Some students with down syndrome may have this condition
- Check with student's physician about the instability before doing any of the activities listed below, and then be sure to have the physician checking for the instability every couple of years until the child is at least 18 years of age.
- Key things to remember when doing physical activities with students who have atlantoaxial instability
1) Avoid sports or activities where there may be hyperextension or hyperflexion of the neck (i.e. tumbling)
2) Avoid sports where there may be jarring to the head (i.e. heading a soccer ball, diving into a pool, high jumping, etc.)
- Most sports and physical activities are okay for students with atlantoaxial instability to participate in. For more information check with Special Olympics Inc.
- Congenital heart Disease
- Visual impairments
- Hearing impairments
- Hyperflexibility
- Students with Down Syndrome often experience hyperflexibility
- If students experience hyperflexibility, be sure to work on developing more strength in the muscles of the associated joints.
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Some Good Words to Live By
Never trust a dog to watch your food.
Patrick, Age 10
Never smart off to a teacher whose eyes and ears are twitching.
Andrew, Age 9
Always wear a hat when feeding seagulls.
Rocky, Age 9
Never try to hide a piece of broccoli in a glass of milk.
Rosemary, Age 7
Don't flush the john when your dad is in the shower.
Lamar, Age 10
Never ask for anything that costs more than five dollars when your parents are doing taxes.
Carrol, Age 9
Never bug a pregnant mom.
Nicholas, Age 11
Dont ever be too full for dessert.
Kelly, Age 10
When your dad is mad and asks you, "Do I look stupid?" don't answer him.
Heather, Age 16
Never tell your mom her diet is not working.
Michael, Age 14
Don't pick on your sister when she is holding a baseball bat.
Joel, Age 12
When you get a bad grade in school, show it to your mom when she is on the phone.
Alyssa, Age 13
Never try to baptize a cat.
Laura, Age 13
Never spit when on a roller coaster.
Scott, Age 11
Never do pranks at a police station.
Sam, Age 10
Never tell your little brother that you are not gonna do what your mom told you to do.
Hank, Age 12
Remember, you are never too old to hold your father's hand.
Molly, Age 11
Stay away from prunes.
Randy, Age 9
Never dare your little brother to paint the family car.
Phillip, Age 13
Remember the two places you are always welcome - church and Grandma's house.
Joanne, Age 11
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| Instructional Modifications |
Verbal instruction is only one type of instruction that can be used. What about trying:
- Tactile instruction (manipulating the body parts through the correct movement so that the muscles experience the movement)
- Visual instruction (demonstrations, pictures, etc.)
- Peer instruction
- Simplify instructions (one instruction at a time)
- Break down the task into simpler parts
For more information examine this link.
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Depending upon the abilities levels various equipment modifications can be made.
- Use larger balls for catching
- Use softer balls for catching and throwing
- Use larger targets
- Use shorter distances for activities
- Use batting tee to reduce the number of variables when batting
- Use pictures at stations to illustrate the task
- Use lines or spots on the floor to identify paths
- Incorporate music whenever possible as reinforcement and motivation
- Use positive reinforcement (verbal, or even edibles)
For more information examine this link. Remember it is good to change the game, not only for students with disabilities, but also for the able-bodied students. Change is good!
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| Assessment and Performance |
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Assessment and Present Level Performance
When determining the student's performance for the different skills, it is important to know his/her present abilities. Skills can be tested either by using tests created by the teacher, or with standardized tests.
One that is used often is the test of gross motor development. It is important as you are planning your lessons that you have a starting point of reference so that you can identify the goals and objectives of the activities. Additionally, knowing the present level of performance, you will be able to make the appropriate accommodations and modifications to ensure the success of the students.
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Quote for the day:
Integration is no guarantee for harmony. Disabled individuals need to have a distinct identity, different than that of flawed able-bodied people.
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Students with mental retardation are often sitting on the sidelines at sporting events after school. This does not need to be the case. There are possibilities for them to participate.
- Special Olympics
- Special Recreation Association
- Contact your local recreation department for more information
- City recreation programs
- Contact your local recreation department for more information
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1. Down Syndrome causes mental retardation.
2. Special Olympics is a sport program open to all individuals with disabilities.
3. Individuals with mental retardation cannot learn.
4. Individuals with mental retardation can compete in elite sport
5. What is the name of the television show that had a main character with mental retardation?
Check your answers here!
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National Association for Dually Diagnosed (NADD)
NADD is a non-profit membership association designed for professional and care providers on behalf of individuals who have developmental disabilities and mental health needs. The association is recognized as the world's leading organization in providing educational services, training materials, and conferences.
NADD has been influential in the development of appropriate community based policies, programs, and opportunities in addressing the mental health needs of persons with mental retardation.
Medicine through Time
This site covers the history of medicine from pre-history to the modern world. Each era includes links covering disease and treatment, anatomy and surgery, hospitals and training, public health, and alternatives to medicine.
Dyslexia
Explore the positive talents that give rise to dyslexia and find out about the best ways for dyslexic people to learn.
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If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Adapted PE Section Editors:
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Help to support quality physical education and health education by contributing to this site.
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