3 Adapting activity for the orthopedicaily handicapped learner

Many games and sports in which students regularly participate in physical education classes can, with mi­nor modification, be made safe and interesting for orthopedically handicapped persons. In general, the rules, techniques, and equipment of a game or activ­ity should be changed as little as possible when they are modified for handicapped students. Some of the ways that regular physical education and sports activ­ities can be modified are the following:

1. The size of the playing area can be made smaller, with proportionate reduction of the amount of activity.

2. Larger balls or larger pieces of equipment can be introduced to make the game easier or to slow down the tempo so physical accommoda­tions can be made.

3. Smaller, lighter balls or striking implements (plastic or styrofoam balls and plastic bats) or objects that are easier to handle (a beanbag) can be substituted.

4. More players can be added to a team, which reduces the amount of activity and the respon­sibility of individuals.

5. Minor rule changes can be made in the contest or game while as many of the basic rules as possible are retained.

6. The amount of time allowed for play can be reduced via shorter quarters, or the total time for a game can be reduced to allow for the on­set of fatigue.

7. The number of points required to win a contest can be reduced.

8. Free substitutions can be made, which allows the students alternately to participate and then rest while the contest continues.

These modifications can be made in a game or contest whether the student participates in a handi­capped-only class or regular physical education classes. If the handicapped child participates in a handicapped-only class, it is possible to provide activ­ities similar to those of regular physical education classes by practicing many of the culturally accepted sport skills in drill types of activities. An example would be playing such basketball games as ''twenty-one" and "around the world" or taking free throws as lead-up activities in the sport. Pitching, balling, throwing, catching, and games such as "over the line" can be played as lead-up activities for Softball. Serv­ing, stroking, volleying, and the like can be practiced as lead-up activities for tennis. Such activities can be designed to accommodate physical limitations. Students with temporary injuries may be­come more skillful in various activities so that when they return to an unrestricted class they may partici­pate in the whole game or sport with a reasonable degree of success.

Procedure for Adapting Sports and Games

Teachers who attempt to include handicapped chil­dren in games and sports in the regular physical edu­cation class must be able to apply principles of adapt­ing the sports and games to each child. It is beyond the scope of this book to compile adaptations of games for a wide range of handicapping conditions for specific activities. Following is a suggested pro­cedure for adapting a sport or game for a handi­capped child:

1. Select and analyze the sport or game to be played

2. Identify the problems the individual child will have in participating in the sport or game

3. Make the adaptations to the sport or game

4. Select principles of adaptation that may apply to the specific situation

Adaptations for Children with Limited Movement

There are several options to accommodate individual problems for children with limited movement. First, games may be selected that circumvent the inability to move. This enables handicapped children to par­ticipate in a normal environment with their peers. However, it is obvious that such activity will comprise but a small part of the games and sports of the total physical education program. Second, in team sports it is not uncommon for specific positions of a sport to require different degrees of movement; thus chil­dren who have limited movement capability should assume positions that require less movement. Third, the rules of the game can be modified, enabling eq­uitable competition between handicapped and the nonhandicapped persons. Fourth, aids can be intro­duced that accommodate inability so that adjustments can be made to the game. Any one or a combination of these principles of adaptation may be employed to enable handicapped children to participate in regular classes.

Physical Fitness Testing for Orthopedically Handicapped Persons

Physical fitness testing for persons with orthopedic handicaps has been done primarily for two purposes: (1) to assess their physical fitness levels and (2) to classify orthopedically handicapped athletes for com­petition. Winnick and Short have done extensive testing and have norm-referenced the performance of orthopedically handicapped persons on physical fitness tests. Horvat et al. have stud­ied ways to modify the treadmill so that it can be used to measure cardiovascular function of ortho­pedically handicapped populations. Burkett et al. have developed an apparatus for testing paraplegic and quadriplegic individuals for cardiovascular fit­ness. The apparatus uses weights placed in a tin can. The frequency, speed, and amount of weight that can be lowered is recorded for each individual. The in­strument was reported as being a valid physiological measure for maximal work with spinal cord injury populations. Furthermore, its design could enable progressive resistance exercises for persons in wheelchairs.

Competitive sports for orthopedically disabled ath­letes have been organized on the basis of etiology of the disability. This theory held that equitable compe­tition of individuals in wheelchairs is dependent upon the disability level. However, Labonowich et al. and Brasile indicate less emphasis should be placed on disability levels of wheelchair basketball participants and more emphasis should be placed on developing functional assessment tools that could be used in judging performance of handicapped ath­letes.

Computer-Controlled Movement of Paralyzed Muscles

In the past it was thought that paralyzed muscles could not contract to produce purposeful movement. The development of electrical stimulation proce­dures to muscles and computer technology have opened a new era for the prospect of functional movement for persons who are paralyzed.

The Research Institute for Biomedical Engineering at Wright State University is in the process of designing microprocessors to control the stimulation of para­lyzed muscles. The research at the institute has fol­lowed a logical evolution to develop techniques that will make paralyzed muscle functional, thereby al­lowing paralyzed persons to achieve proficiency on motor skills needed for self-sufficient living. The steps that led to computer-controlled functional walk­ing of paralyzed persons required the synthesis of several techniques. The basis of computer-controlled ambulation is artificial stimulation of muscle. Once this technique was established to contract muscle, the problem was one of controlling the stimulation so that functional movement of paralyzed muscles would occur. The application of computer technol­ogy to control muscle function has led to the possi­bility of useful movements to enhance self-sufficient #living. Microprocessors are flbw being used to con­trol stimulation of the muscles that are used for walk­ing. Computers to control functional movement of paralyzed muscles are currently in the early stages of development.