Children With Intellectual Disabilities And The Effects Of Physical Activities

Children With Intellectual Disabilities And The Effects Of visible ActivitiesThe interrogation bea allow digest on the do visible activities arse fix in the lives of fryren with noetic disabilities (ID). In this check thither will be a detailed account of the terms quick disabilities, loving interaction and visible activities. This research aims to set the cause material activities endure take on on much(preno arcminuteal)(prenominal)(prenominal) functions as health and in contingent the tender interaction that occurs due to clubs and groups catered for the handicapped. The investigator will be flavour closely into the set up having a disenable child shag keep on p arnts and sibling and how kindly gatherings in the form of visible activities shtup benefactor support families. The former will withal hold off into the approachpower and avail faculty of such mixer gatherings in the Castlebar, Co. Mayo bea.1.1.1 A undersized bit of history. co mmunity with intellectual disabilities exist in all societies and waste been recorded by dint ofout history. The earliest record is possibly the Papyrus of Thebes (1552 BC) cited in Bray A. (2003). They have had various names and statute titles nearly were precise(prenominal) pique man break opens believed them to be angles and incapable of sin, Bray A (2003). There is truly in truth little evidence of the type of support population with intellectual disabilities lived in regards to how their families and the customary existence treated them. The name or title give rat have an effect on how society perceives them. about hoi polloi still associate intellectual disabilities with mental illnesses this is non the case. An intellectual deterioration is non a disease it is a permanent check off that abidet be cured it can all the homogeneous be amend with the proper athletic supporter and facilities.Irelands peculiar(a) postulate education establishment has bypast through three stages these are the era of neglect and denial, the era of the special give lessonss and the era of intergration or inclusion Swan (2000) cited in Flood, 2010. It wasnt untill 1831 that it was compulcory that children go to school. The political science did not however think the education of children with special call for was grievous they felt that their require were merely medical. From 1919 to the early 1990s special needs education was fight by religious orders. It wasnt untill these religious orders trailted to rapidly spurn that the state took over. At this beat in that location was withal a increse in awarness. It was in like manner launch that irish special needs fasilities were way sub organize any new(prenominal) nation these ca utilize big chance in the govermenta insurance and raw pieces of legislation was introduced. Today thither is a tolal of 107 special schools in Ireland. It was in the mid 1980s that people started to lobby for children with special needs to be intergrated into mainstreem schools. Over two thousand children were being educated in mainstreem school by 1993.There will always be changing imaginations on intellectual disabilities and the definitions and terms used as the times alter and technology betters that is why it is important to continue reading and informing oneself on these topics, if you are interested in treating in this area.1.2 Justification most(prenominal) parents can feel isolated and uninformed when they have a child with a disability. I feel that a amicable group for the unhurt family can represent a critical part in parcel families know and expand their social networks and line up a chance to join forces opposite parents in the same situation.I believe that organised social settings are beneficial as important for the family as they are for the modify child. I feel it is important that siblings are multiform in such groups and I wish to nerve into this un less.In Ireland, close to 10% of the population have a disability or long-lasting health line and to a greater extent than 60% of these have more than one disability. (NDA website)This is a very high-pitched statistic and autism is on the rise in Ireland,I feel that this is a very underdeveloped area in the Irish education placement and in outdoor education organization. I think it deserves to be researched the right way and developed in a way that can be full to people with physical and mental disabilities as well as their families and sustenancers. I hope that if I were to make the benefits physical exertion had on people with intellectual disabilities and how participating in these sport can help social interaction. I could use that information later on to help delineate and improve such courses.As families play such a vital part in the lives of people with disabilities I feel that this is worthy of research. In Castlebar, there are many courses run for people with disa bilities but there is not a very high hangance rate in many of the courses. I hope to look at this in more detail and investigate the accessibility of these courses.AccessibilityOutdoor education tycoon is of little account without opportunityNapoleon BonapartePhysical practise for people with intellectual disabilities in IrelandGet Ireland Active -The National Guidelines on Physical Activity for IrelandThis is a booklet that can be good downloaded or read on http//www.getirelandactive.ie/. On this sight there is a clear layoutChapter 2 writings Review2.1 IntroductionIn this Literature limited review the seed will review articles and case studies and compare them in the hope of gaining a greater knowledge of the blottoing of Intellectual disabilities and the effects having a disabled child can have on a family.2.2 Intellectual disabilitiesIntellectual disabilities, is not a term that can be easily explained. The use of and IQ discharge is usually how intellectual disability is accessed. The average IQ is 100, there are three take aims of disability these areMild IQ 52-67 Slow to develop but can be educated with proper training and go on to live a normal, independent feeling.Moderate IQ 36-51 They will be able to sacrifice to family smell and a variety of activities. With the proper facilities they can learn to safekeeping of themselves. They will need lifetime support in planning and organising their lives and social activities.Sever IQ 20-35 It is likely that they will have little or no speech. They will need lifetime care in communicating and taking care of themselves. Communication can be ambitious. The use of pictures and photographs whitethorn be needed to communicate. They can also have some physical impairment.(Latto, 1981)This is only a rough guide to intellectual disabilities many other factors can affect how a psyche will live their life factors such as proper education and health services. If a mortal with intellectual disabilities has a physical disability also this can occlude their learning and may lead to them needing additional external assistance.Two disabilities this reason will be looking at are Autism and Downs Syndrome. This part of the ar functionion will look at the different definitions of special needs.As cited in Rosenthal-Malek (1997). People with autism are often characterized by their self-stimulatory behaviours such as physical structure rocking, spinning, hand flapping, head-nodding, object-tapping, gazing at lights and mouthing (Lovaas et al. 1987, Sugai et al. 1986)This hire Jonathan M. Harris et al. (2008) tastes to investigate the descent mingled with cognitive performance and three major theories that try to explain the traits associated with autism these are, theory of sluttish central coherence and executive function. Autism is a neurodevelopmental disorder characterized by impairments in social interaction, social communication and by a restricted, repetitive go astray o f interests and behaviours. The theory of weak central coherence (Firth 2003) cited Harris et al. (2006), this theory suggest that ill people are more inclined to work weaken with separate units as opposed to larger units they are assemble to see an shape embedded in a more complex pattern rapid than people with a strong central coherence. The second, theory of mind (Baron-Cohen et al. 1985) cited Harris et al. (2006) this is the ability to work out from evidence rather than direct statement the mental states of others. Finally executive function theory (Hughes et al. 1994) cited Harris et al. (2006) this is basically the ability to multi tax.The guide suggests that there may be more reliable results if further research was to be done on the individual traits of autism. The article also suggests that the blood between Theory of mind and executive performance may be more related to features of ASD than the individual traits.2.2.1 What this means for the familyWe always have to focus on the disabled child. No one asks us how this is for us and how we can survive as a coupleCited in Hareide ( )Many families learn it difficult to come to terms with having a disabled child it can be a shock and sometimes it can be unexpected. level off families who know there might be something wrong with the child in front its born can square off it very difficult to understand and cope with everything when the child is born.In this part of the ruminate the write intends to look into the effects having a disabled child can have on a family as a whole, the strains it can have on a compact and the effects it can have on siblings. It is thought that there are more negative effects than official ones. The precedent will look into two sides of this argument through previous studies and compare them to give the reader a greater knowledge of this area.In the first field Hareide looks into how the couples relationship can be affected and how it is important for them to have time to themselves.Hareide was at a spill the beans on the cooperation between parents and professional helpers it was afterwardwards when she was obese some parents that she was an outreach worker for couples that she was asked to run a couples workshop in the forthcoming division. She feels that the most important factor to good parenting is how the parents work as a couple. From this impulsive question three projects came about. A research project, six one-week courses and the depicted object initiative a three year project.The research project consisted of 19 families. This project was set up to take a closer look at married couples relationships. The parents of seventeen children were interviewed four of the couples were divorced. They used both a qualitative and narrative approach. They looked at such things as how having a disabled child affected their live, the life of their other children, and their relationship with professionals and how their marital life was affected by it here is the breakdown of their observations.The professionals most of the families felt befuddled in the hospital, they felt that there was no one there to take to task to them. near of the families came home with what they thought was a healthy baby, these couples found the uncertainness exceedingly hard. One couple however had a more tyrannical story they were however one of the littleer couples. This showed that maybe the hospitals are starting line to improve slowly in the way they treat families with a new born. The main difficulty was being able to handle their own reactions and be there for their spouse also. One thing that was common in both the divorced couples was that the father was not doing enough in helping with the mundane care.Where to live many parents commented on how different areas offered different support. This fact had influenced where some parents wanted to live. Many parents talked about how they felt they needed to be in the lead o f the professionals always when it came to things like moving from kindergarden to simple-minded school. Many of these transitions were very hard for the parents especially things like the day their child moved away from home, they found it very hard to let go.Daily life it is noted in earlier studies that the woman were the main care giver and the men were the charter earner. This studies shows that this is not the case anymore except for the oldest generation. Although the household chores and child care was equally shared the mothers were always thinking ahead and worried more. In the report it was found that parents who had a strong relationship led an easier and slight stressful daily life.Family and friends many of the couples found that their friends were either close or distance when they were told about the child. Many parents found a dramatic subdue in their circle of friends. They found this challenging. Almost all the parents that were in this use up worked outside the home and the felt this was very important and had a very positive impact on their life. It was a normal place where they could go to be free of their hectic lives, cited in (Hareide). The couples also found that social engagment brought the couples closer.Other childern this study states that it is said that the mother looks after the disabiled child while the father lookes after the other children. This however is not always the case.Whlie some of the couples talked about a sence of grief there was also talked of a grest gladness they felt at some of the little things in their daily life. Some of the couples talked of a deep meaning that behind all that had happened in their life. Others found there was no meaning behind their childs disability and all the positive things their child had given them.From theis study we can gather two things practicable support is nessary to have a somewhat normal life and secondly, the couples relatioship is very important and should be concen trated on more.The the second study, six one-week courses were run for parents. The course lasted tailfin days and the parents came without their children. There was three parts to the course, psychoeducation, direction and recreation.The psycheducation was a workshop about how important their relationship was on their family as a whole. They talked about what life was like having a disabiled child and how that complete the rest of their family. This was a workshop that let parents talk about their worries and tack together other parents that were in the same situation as them.There was a councling servise for all the couples so they could talk to a profesional about anything that might have derive form the workshop or previouse problems.The recration also played a vitle part in the coures the workshops didnt start till late so it gave the parents time to relax and sleep. They were incuraged to take walkes in the woods around them.Althouh this course was a little exclusive and di dnt cather to the needs of working couples there was extremly high congratulations given to the course.Ministry of Children and Family Affairs in Norway made this a three year national initiative project. It sets out to cater for a greater digress of people. One day courses and weekend courses are ran. It is aimed at enhancing communication, strenghtning relationships and preventing divorce in families with disabled children (Hareide) the feedback is very positive. More than nine hundred profecionals have interpreted part in build-up courses. In a two day confrence in 2003, 240 people took part. Due to the large mida cover this course has received the world(a) public have become more aware of these issues.All this came from deep down eight years of that first all important conversation. One thing can be said from this article listen to the parents and let their contribution be heard and let them have a say on what should be done (Hareide) This is a crusial if we are to open peo ples eyes to the needs of families and work on inclusion in our everyday lives.In this side by side(p) study (Davison Dosser, April 1982) talk about how a special support system set up to facilitate families who have a developmentally disabled child can benefit them. The transition to parenthood is normally a relatively all of a sudden period whereas becoming a parent to a developmentally disabled child can be sudden and it takes a attraction longer to become accustomed to this new life.Many families find the transition very difficult, there is a high(prenominal) than average dissolution and divorce rate among parents of disabled children. Out of 215 families studied only 18% believed that they received enough information after the birth of their child. Most did however say that the medical services were good. (Davison Dosser, April 1982) One family talked of how while their physicians were friendly they offered no reassurances to them. Most families felt that if they were pro vided inititly with some support a lot of unnessary fretfulness could have been avoided. Abramson, et al. 1977 cited in (Davison Dosser, April 1982) says that information and support systems should be available immeditaly after recieving the news of their childs disability. To offer them a chance to work through their feelings and get enough information to make informed disissions and to provide them with what to expect next.The structure of the parent helpers program during this program parents get positive information to help them come to terms with their new situation. This program invites parents who have developmentaly disabiled children to come and talk to new parents on how they managed to succeed positively in dealing with theis life changing situation. these parents are given the name peer-parents. They are trained in the basic elements of counseling.This program runs from the basic idea that because these peer-parents have gone through the process they will be sincere a nd understanding. Secondly, peer-parents attend lectures and training on various developmental disabilities. Most importantly, peer-parents have been through this experience and have adjusted to it.Parents that want to become part of the peer-parent group attend a ten week, 20 hour training course. This course involves lots of role- compete and counselling skills. They play the part of both the helper and the helped this allows them to consider both sides and work through different problems. They are never-endingly giving feedback to each other and receiving it from the trainers. There are many different trainers in different profession, such as nurses and special educators.2.3 Benefits of Physical activities on people with Intellectual disabilitiesIn an early study Dunlap and Koegel (1980) attempt to find an alternative teaching order in relation to autistic childrens general learning. There have been suggestions that introducing stimuli regeneration can lead to an improvement i n autistic childrens levels of motivation and general responses to learning. (Faw Nunnally 1968 Panyan Hall 1978 White, 1966 Zeaman, House Orlando, 1968) cited in Dunlop and Koegel (1980) suggests that the introduction of stimulus variation may serve to heighten responsivity to such antecedent stimuli. This study is designed to test this theory.The study consists of two methods of teaching. A constant task consists of one continues task throughout the session and a varied task is taught the same as a constant task but has one main neutral and is combined with a variety of other tasks.Overall the results of this study showed that there was generally a clear decline in both children during the constant task and a very positive and considerable rise in correct responses when it came to the varied task.Although the responses improved during the varied tasks there were also correct responses in the early stages of the constant task. The study also suggests that this could show that t he change task might have been influencing the childrens motivation to respond rather than their ability to learn. The study shows that although it is clear that learning occurs through both techniques. It is plausible to muse that the children may have been bored during the constant task conditions (Ross, 1977) cited in Dunlop and Koegel (1980).In this next study twelve years later Weber and Thorpe (1992) attempt to further Dunlaps (1990) studies by transferring hes findings to a physical education setting. Weber and Thorpe (1992) used two techniques similar to that of Dunlap (1980). Constant task Conditions (CT) and Distributed Learning (Task Variation-with-Maintenance-Task) Condition (TV).The study consisted of 12 autistic males aged 11-15. All students displayed many Self-stimulatory behaviours, all children were sign-language(a) and all displayed similar psychological behaviours. All sessions were run in a room with three bicycles ergo meters, one mini trampoline and a cuff with various balls. The teachers provided the players with physical shaping, physical assistance, physical prompting and social reinforcements (Fait, 1960 French et al. 1982, Sherrill, 1986) cited Weber et al. (1992) until the student responded on their own. Correct responses were always acknowledged and awry(p) responses resulted in a plain No (childs name) cited Weber et al. (1992).These tasks were Overhand throw, kick, good jump, slide, continuous bounce and underhand roll. Weber et al. (1992) the article stated that there was a real benefit to TV. The study shows that the TV has an overall higher success rate than that of CT. In the high level of skills acquired within the classroom. The study shows that Distributed Learning Condition (TV) can deal more efficiently with short attention span, one of the stronger traits of a individual with autism.These results have a significant impact on teaching children and adolescents with autism.Task variation has a better impact then c onstant task method.Maintained tasks may help the student to retain the skills learned.Tasks being changed every 2-3 min appears to be extremely effective in holding the short attention of a person with autism.Teaching stations or something similar would more than likely improve learning.In this study Rosenthal-Malek (1997), attempts to look into the effects of aerobiotic activities on adolescents with autism. The fountain felt that there was not sufficient study done on these effects on adolescents with autism. The author also set out to investigate these effects on task performances in a workshop as well as in academic situations.The study took place in a public school and a community-based workshop program with five autistic male adolescents. The author used two different fixs an aerobic exercise and an academic precondition. The aerobic exercise consisted of a warm-up stretches and some mild jogging. The academic precondition consisted of a mixture of academic subjects taugh t the same way as a usual class. After every precondition either workshop or an academic condition was run as usual by the teacher. The author instructed the teacher not to attempt to laterality the childrens Self-stimulatory behaviour. The author noted the self-stimulatory behaviours as well as their academic responses.The results showed that there is a significant decrease in the levels of Self-stimulatory behaviours after the aerobic exercise. The level of correct responses increased dramatically and the bet of tasks completed in the workshop also increased, compared to regular academic preconditions.The author was aware at the star of the study that the physical activities might result in negative effects such as fatigue. The author noted that physical activities do not appear to negatively affect any of the positive traits in this population.The author also finds that because of the simple nature of these activities the teacher does not need to be extensively trained and it r elies on minimum equipment. The article states that there is a lack of research into the long term effects of aerobic activities on adolescents with autism and their behaviours.The benefit of physical exercise is very clear. Rosenthal-Malek (1997) proves that with a simple 20 min aerobics class the students self-stimulatory behaviours dramatically decrease and their learning increases. Todd and Reid (2006) also back this. A later study by Chien-Yu Pan (2009) also provides strong evidence towards physical activities and suggests that favourable environments and social interaction has the potence to make subsequent positive behaviours. Jonathan M. Harris et al. (2008) suggest that further research is needed in the traits of autism and how they relate to each other.There is little evidence to show that Ireland has incorporated any of these findings to their full potential. The author feels that there is a lot more to be done in this area in regards to Ireland.2.3 health improvementsIn tellectually disabled people have physical injuries and health issues just like anyone else. Many people with ID also have a physical disability. It is very important that before they start exercise that they are physically fit to do so. Many can have poor office and such people will benefit greatly from exercise, Latto (1981). Special Physical activities that are catered for such disabilities can help build mussels and improve their posture. People with physical disabilities as well as mental disabilities may find it harder to take part in some activities. This is where a good check comes in to facilitate all members of the team. Sometimes things like running, jumping or hopping might be difficult for a severely disabled person to do. The smallest bit of cardiovascular exercises can be of huge benefit to such a person.There are many studies done on the benefits of physical activities on the population as a whole, there is however not a great deal known about the benefits on peopl e with intellectual disabilities. This next study by Dan Gordon discusses the benefits of exercise on to a Downs syndrome population.A recent study showed, Pastore et al (200) cited in Gordon (2006), that out of 42 individuals with Downs 43% were classed as obese and 61% showed low exercise gross profit margin these are just some of the frightening findings. This paper gives a review of previous articles that discuses different types of exercise. The author gives his opinion and offers recommendations on fitness regimes for people with intellectual disabilities.2.3 Social interactionMany children with ID need to be thought how to play. This plays a vital part in the development of any child. sportswoman eventually leads to sport and this leads to social inclusion. When working with intellectual disabled children play needs to be organised so they can learn how toys and games work. This can also be said when they get older and start playing sports and other activities. This next ar ticle shows the importance of organised sport and how physical activity can help improve social interaction.Chien-Yu Pan (2009), attempts to further the study of children with autism by introducing the concept of age and social engagement in relation to physical activity. In this article the author carried out a five day observation on twenty-five school children between the ages of 7 and 12 during their 10-20 min relief and their 40 min physical education class.The author noted the amount of physical activity the children were involved in and their social engagement throughout the day at school. The results showed that on average the children with ASD had a higher rate of activity and were more social during physical education than recess. The author also finds that according to the results that age has a significant impact on the amount of physical activities the children participative in. The author also feels that there is not sufficient enough research in the familiarity betw een age and physical activity and that this study shows that it is a very important factor in why autistic children participate in physical activities.In this study the author notes that the children with ASD participate more as they aged and their overall social interaction is a lot higher in physical education as they grow older, in elementary school. The author feels that this is because of the more structured and supervised physical education classes. The children were ascertained in both physical education and recess and they were found to compensate more attention, giving feedback and participating in physical education, unlike the recess results where the children were noted to be spending most of their time not interacting with the other children. Mundy et al. (2007) as cited in Chien-Yu Pan (2008) suggest that favourable environments and social interaction has the potential to make subsequent positive behaviours.2.3.4 Mental improvementsIn this inhabit study Todd and Reid (2006) attempt to examine the impact of an intervention programme that include tender reinforcements, verbal praise and self-monitoring on sustained physical activity of adolescents and a newborn adult with autism. (Todd et al. 2006). The author used three young men. All students attended a Canadian school for individuals with severe disabilities. The school had no physical education class available.The physical activity programme consisted of two one hour lessons a week either in the greenness or inside the school, 15 min walk to the park 30 min walking/jogging or snowshoeing then, the 15 min walk back. The author laid out a circuit and the young men followed the circuit any way they pleased in the one-half hour. For every lap they did they got a smiley sticker to put on their self-monitoring dining table when they did this they received a sweet. They were also verbally encouraged as they went around.The study intended to examine these techniques. As the lessons went on the au thor reduced the number of edible reinforcements. By the end of the lesson the participants stopped receiving edible reinforcements and only got verbally encouraged.The result of this study show that programmes that do not require high skill and can be incorporate individuals of different skill levels are beneficial in educational settings (Berkeley et al., 2001) cited in Todd and Reid (2006).The author stated that although the edible reinforcements were gradually wiped out the physical activity increased. The self-monitoring continued throughout the course. The author also feels that further research is needed in the effects of self-monitoring.2.4 What these benefits mean for the family, Teachers or carers2.5 ConclusionChapter 3 The MethodologyMethodology introductionThe researcher intends toPossible GroupsThere is a Saturday club that runs every second Saturday in the Hall in St Geralds College, Castlebar from 11am-12.15pm. The author intends to attend this club on the thirteenth of November. The club is for children with disabilities as well their family and friends. It doesnt cost anything. There is a range of different sports including Basketball, football in addition to this general games and fun. During this time the author will talk to parents and children in an informal way to get their feedback on such a club and any other activities they might participant in. This will give the author a base to work from when roll up the questionnaire and interview question.There is also an Inclusive Gymnastics class for Children that runs in Breaffy school gym on Monday, Wednesday and Thursday from 4.30-6.30. As well as this a PE class on Friday morning in St. Anthonys hall from 9.30-12. The author called Loraine on 10.11.10 and discussed the possibility of attending one of these days. The author will attend Breaffy on Wednesday the 17th of November. She proposes to assist the teacher and shadow her work to travel along a list of questions and observations to add with her questionnaire that will be used at a later date.The author also works with two adults with Downs syndrome in the swimming pool