Big picture
Every child has the right to play. Children With Special Needs (CWSN), those with physical, sensory, intellectual or learning disabilities, benefit enormously from sports: better fitness, confidence, social skills and independence. Worldwide organisations such as the Special Olympics, the Paralympics and the Deaflympics give athletes with disabilities the chance to compete at the highest level.
This chapter explains these organisations, how athletes are grouped for fair competition, how physical education can be made inclusive, and the professionals who support CWSN.
Learning goals
Describe the Special Olympics, Paralympics and Deaflympics.
Explain classification and divisioning in disability sports.
Explain the concept, need and implementation of inclusion.
Describe the roles of professionals who support CWSN.
Core ideas
1. Organisations promoting disability sports
Special Olympics:
Founded in 1968 by Eunice Kennedy Shriver in the USA; the first International Special Olympics Summer Games were held in Chicago in 1968.
For people with intellectual disabilities, aged 8 years and above.
Focuses on participation, year-round training and competition, not only on winning; every participant receives recognition.
Special Olympics Bharat was established in 2001 (registered under the Societies Act) and is recognised by the Government of India as a national sports federation for persons with intellectual disabilities.
Oath: "Let me win. But if I cannot win, let me be brave in the attempt."
Paralympics:
The Paralympic movement grew from the Stoke Mandeville Games (England, 1948), organised by Sir Ludwig Guttmann for World War II veterans with spinal injuries.
The first Paralympic Games were held in Rome in 1960, after the Olympics, with about 400 athletes.
Governed by the International Paralympic Committee (IPC), founded in 1989, headquartered in Bonn, Germany.
For athletes with physical impairments (impaired muscle power, limb deficiency, impaired range of movement, short stature, hypertonia, ataxia, athetosis, leg length difference), visual impairment and intellectual impairment.
The motto is "Spirit in Motion"; the symbol is three Agitos (red, blue and green crescents).
Paralympics are held in the same city shortly after the Olympics.
Indian Paralympic champions include Murlikant Petkar (India's first Paralympic gold, swimming, 1972), Devendra Jhajharia (javelin, two golds), Mariyappan Thangavelu (high jump), Avani Lekhara (shooting) and Sumit Antil (javelin).
Deaflympics:
First held in Paris in 1924 as the International Silent Games; it is one of the oldest multi-sport events after the Olympics.
Organised by the International Committee of Sports for the Deaf (ICSD), founded in 1924.
Athletes must have a hearing loss of at least 55 decibels in the better ear.
Hearing aids and cochlear implants are not allowed during competition, so all athletes compete on an equal footing.
Starts are signalled by lights or flags instead of sounds; referees use visual signals.
2. Classification and divisioning
Classification (Paralympics):
Athletes are grouped into sport classes according to how much their impairment affects performance in a particular sport.
It ensures that winning is determined by skill, fitness, power, endurance and focus, not by the degree of impairment.
Classification is done by trained classifiers through physical, technical and observation assessments. For example, in athletics, T11–T13 are classes for visually impaired runners.
Divisioning (Special Olympics):
Athletes are grouped into divisions based on age, gender and ability level, so that every athlete competes against others of similar ability.
Divisions are formed using preliminary rounds (heats) to judge ability; generally, performances within a division should not differ by more than about 15%.
Every athlete in a division has a fair chance to win, and awards are given in each division.
3. Inclusion in physical education
Concept: inclusion means educating CWSN together with other children in regular schools and activities, adapting programmes so that everyone can participate meaningfully.
Need for inclusion:
Equal opportunity and the right to education and play.
Better physical fitness, motor skills and health for CWSN.
Improved self-esteem, confidence and social skills.
Builds acceptance, empathy and respect among all students, reducing discrimination.
Prepares CWSN for life in society.
Implementation (ways to make PE inclusive):
Adapt rules, equipment and facilities (larger or brightly coloured balls, lower nets, ramps, sound-making balls for visually impaired students).
Modify the size of the playing area, duration and number of players.
Use individualised plans based on each child's needs and abilities.
Give clear instructions using demonstrations, pictures and gestures.
Use peer support (buddy systems) and cooperative activities.
Train teachers and ensure accessible infrastructure.
Focus on participation and progress, not only on competition.
4. Role of professionals for CWSN
Professional | Role |
|---|---|
Counsellor | Helps CWSN and families with emotional, social and behavioural problems; builds confidence; guides career and educational choices |
Occupational therapist | Helps children develop skills for daily living (eating, dressing, writing) and fine motor skills; recommends adaptive equipment |
Physiotherapist | Improves movement, strength, posture and mobility through exercises; manages pain and rehabilitation after injuries |
Physical education teacher | Plans and adapts physical activities and games for CWSN, ensures safety and inclusion, develops fitness and motor skills |
Speech therapist | Diagnoses and treats speech, language and communication disorders, and swallowing difficulties |
Special educator | A teacher trained to teach CWSN; designs individualised education plans (IEPs), adapts teaching methods and materials |
A reliable approach to questions
For each organisation, give year, founder or origin, who participates, and special features.
Distinguish classification (Paralympics, by impact of impairment) from divisioning (Special Olympics, by age, gender and ability).
For inclusion, explain meaning, need and at least five implementation strategies.
Match each professional to their specific role.
Connections that matter
Management of sporting events explains organising events, which applies to inclusive sports days.
Psychology and sports explains self-esteem and motivation.
Political Science: rights explains equal opportunity for persons with disabilities.
Common mistakes
Saying the Special Olympics is for physical disabilities. It is for intellectual disabilities.
Saying deaf athletes may use hearing aids in the Deaflympics. They are not allowed.
Confusing classification with divisioning.
Mixing up occupational therapists (daily living and fine motor skills) and physiotherapists (movement and mobility).
Revision checklist
I can describe the Special Olympics, Special Olympics Bharat, Paralympics and Deaflympics.
I can explain classification and divisioning.
I can explain the concept, need and implementation of inclusion.
I can describe the roles of six professionals for CWSN.