Professional Documents
Culture Documents
Oradea
2014
2014
2014
Cuprins
1. Delimitri conceptuale........................................................................................................ 5
2. Educaia integrat ............................................................................................................. 13
3. Echipa multidisciplinar ................................................................................................... 17
4. Clasificarea deficienelor .................................................................................................. 21
5. Educaia fizic i sportul adaptat activiti motrice formative ...................................... 31
6. Obiectivele educaiei fizice i sportului adaptat ............................................................... 41
7. Noiuni de didactic a educaiei fizice i sportului adaptat .............................................. 47
8. Principii didactice adaptate instruirii persoanelor cu cerine educaionale speciale ........ 53
8.1 Principiile aplicrii teoriei compensaiei n procesul instruirii................................... 53
8.2 Principii didactice n educaie fizic i sport adaptat ................................................. 57
9. Specificul nvrii motrice la persoanele cu deficiene ................................................... 69
10. Deficienele mintale/de intelect ...................................................................................... 75
11. Deficienele senzoriale ................................................................................................... 97
11.1. Activiti motrice adaptate pentru copii cu deficien de vedere ............................ 97
11.2. Activiti motrice adaptate pentru persoane cu deficiene de auz ......................... 107
11.3. Demutizarea, ortofonia .......................................................................................... 121
12. Educaie fizica i sport adaptat pentru persoane cu deficiente motorii ........................ 135
12.1. Afeciunile neurologice ......................................................................................... 138
12.2. Afeciunile osteo-articulare ................................................................................... 159
12.3. Afeciunile musculoscheletice ............................................................................... 161
12.4. Amputaiile ............................................................................................................ 163
Content
1. Conceptual delimitations .................................................................................................... 6
2. Integrated education ......................................................................................................... 14
3. Multidisciplinary team ..................................................................................................... 18
4. Classification of deficiencies ............................................................................................ 22
5. Physical education and adapted sports formative motor activities ................................ 32
6. Objectives of adapted education and sports ..................................................................... 42
7. Notions regarding the didactics of adapted physical education and sports ...................... 48
8. Didactic principles adapted to the instruction of individuals with special educational
needs ..................................................................................................................................... 54
8.1. The principles of applying the compensation theory in the instruction process ....... 54
8.2. Didactic principles in adapted physical education and sports ................................... 58
9. The specific of motor learning for individuals with deficiencies ..................................... 70
10. Adapted physical activities for individuals with mental deficiency ............................... 76
11. Sensorial deficiencies ..................................................................................................... 98
11.1. Adapted physical activities for children with vision deficiency ............................. 98
11.2. Adapted physical activities for individuals with hearing deficiencies .................. 108
11.3. Demutization, orthophonia .................................................................................... 122
12. Adapted physical education and sports for individuals with motor deficiencies ......... 136
12.1. Neurological disorders .......................................................................................... 137
12.2. Osteo-articular disorders ....................................................................................... 160
12.3. Musculo-skeletal disorders .................................................................................... 162
12.4. Amputations .......................................................................................................... 164
1. Delimitri conceptuale
Noiunea de motricitate nu poate fi privit n afara
conceptului de micare, n general i micare biologic n special.
Provenit din latinescul movere, micarea desemneaz o ieire
din starea de imobilitate, stabilitate, o schimbare a poziiei
corpului n spaiu, n raport cu unele repere fixe. n sens mai larg,
micarea nglobeaz toate schimbrile i procesele care au loc n
organism. Motricitatea se definete n Dicionarul explicativ al
limbii romne ca o capacitate a activitii nervoase superioare
de a trece rapid de la un proces de excitatie la altul, de la un
sterotip dinamic la altul. Motricitatea reunete totalitatea actelor
motrice efectuate pentru ntreinerea relaiilor cu mediul social i
natural, inclusiv prin efectuarea deprinderilor specifice ramurilor
sportive. Toate acestea realizndu-se prin contracia muchilor
scheletici.
Pentru a nelege i mai bine acest concept este bine s
amintim elementele de structur ale motricitii: actul, aciunea i
activitatea motric.
Actul motric reprezint elementul de baz al oricrei
micri, efectuat n scopul adaptrii immediate sau a construirii
de aciuni motrice i care se prezint ca un act reflex, instinctual.
Aciunea motric este constituit dintr-un sistem de acte
motrice prin care se atinge un scop imediat singular sau integrat
ntr-o activitate motric.
Activitatea motric reprezint nivelul ierarhic superior i
desemneaz un ansamblu de actiuni motrice articulate sistemic pe
baza unei idei, reguli, forme organizatorice, avnd drept scop
adaptarea complex a organismului pe termen lung. Activitatea
se refer la sisteme mai complexe de aciuni, ntinse pe o durat
mai mare, n scopul realizrii unei activiti eficiente.
1. Conceptual delimitations
The notion of motility cannot be viewed without the
concept of movement in general and biological movement in
particular. Originating from the Latin word movere, movement
designates an action of coming out of immobility, stability and a
change of body position in space in relation with certain fixed
landmarks. In a wider sense, movement encompasses all the
changes and processes which occur in the body. Motility is
defined as a capacity of the superior nervous activity to pass
quickly from one excitation process to another, from one
dynamic stereotype to another. Motility encompasses all motor
acts performed in order to maintain the relations with the social
and natural environment, including skills specific to sports
branches. All these are achieved through the contraction of the
skeletal muscles.
In order to better understand this concept, we should
remember the structure elements of motility: motor act, action
and activity.
The motor act represents the basic element of any
movement performed for the purpose of immediate adjustment or
of constructing motor actions, and it presents itself as a reflex,
instinctual act.
The motor action is made up of a system of motor acts
through which it is achieved an immediate, singular purpose or
one integrated in a motor activity.
The motor activity represents the hierarchically superior
level and it designates an ensemble of systemically articulated
motor actions based on an idea, rule, organization forms, having
as purpose the complex adjustment of the body on long term. The
activity refers to more complex systems of actions during a
longer period of time with the purpose of achieving an efficient
activity.
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2. Educaia integrat
Educaia integrat se refer la includerea n structura
nvmntului de mas a copiilor cu cerine speciale n
educaie (copii cu deficiene senzoriale, fizice, culturale,
intelectuale sau de limbaj, defavorizati socio-economic i
cultural, copii din centrele de asisten i ocrotire, copii cu uoare
tulburri psiho-afective i comportamentale, copii afectai cu
HIV) pentru a oferi un climat favorabil dezvoltrii armonioase i
ct mai echilibrate a personalitii acestora.
Se consider c coala este principala instan de
socializare a copilului (familia fiind considerat prima instan de
socializare), integrarea colar reprezint o particularizare a
procesului de integrare social a acestei categorii de copii, proces
ce are o importan major n facilitarea integrrii ulterioare. n
plus integrarea colar a copiilor cu nevoi speciale, sub
ndrumarea atent a cadrelor didactice, permite perceperea i
nelegerea corect de ctre elevii normali a problematicii i
potenialului de relaionare i participare la viaa comunitar a
semenilor lor care din motive independente de voina lor, au
nevoie de o abordare difereniat a procesului de instrucie i
educaie din coal precum i de anumite faciliti pentru accesul
i participarea lor la serviciile oferite n cadrul comunitii.
Aciunea de integrare conform Programului Naional din
2000, privind educaia i integrarea copilului cu nevoi speciale
vizeaz dou aspecte:
1. Integrarea copiilor n nvmntul public i pstrarea lor n
familia natural;
2. Integrarea copiilor cu deficiene asociate, grave, severe,
profunde din cminele spital n colile speciale/de mas, cu
meninerea lor acolo unde este posibil n familie.
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2. Integrated education
Integrated education refers to inclusion into the mass
learning structure of children with special educational needs
(children with sensorial, physical, cultural, intellectual or speech
deficiencies, socio-economically and culturally disfavored,
children from care centers, children with slight psycho-affective
and behavioral disorders, HIV infected children) in order to
provide an environment proper for their harmonious and as
balanced as possible personality development.
School is considered to be the main place where the child
socializes (family being considered the first), thus school
integration represents a particularization of the social integration
process for this category of children, process which has a major
importance in facilitating further integration. In addition, school
integration of children with special needs, under the close
supervision of the teaching staff, allows the correct perception
and understanding by normal children of the issue and the
potential to relate and take part in the social life of their peers
who, out of reasons which do not depend on their will, need a
differentiated approach regarding the education and instruction
process in school, as well as certain facilities so they should have
access to services provided within the community.
The integration action, according to the National Plan from
2000 regarding the education and integration of the child with
special needs, has two aspects in view:
1. Integration of children in public education and keeping them in
their natural families;
2. Integration of children with associated, severe, profound
deficiencies from hospital-homes in special/mass schools,
keeping them, where possible, in their own families.
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3. Echipa multidisciplinar
Profesorul de sprijin este persoana specializat n
activitile educative i recuperatorii adresate copiilor cu CES.
Acesta particip att la activitile din coal ct i la cele
desfurate nafara colii asigurnd ajutorul necesar elevilor cu
CES.
Profesorul itinerant are un statut asemntor cu cel al
profesorului de sprijin cu deosebirea c acesta i desfoar
activitatea n coli obinuite, unde frecventeaz un anumit numr
de copii cu CES provenii din diverse familii. n responsabilitatea
profesorului itinerant intr i activitatea desfurat cu elevii
deficieni la domiciliul acestora atunci cnd acetia nu se pot
deplasa regulat la coal sau cnd nu sunt inclui ntr-un centru
sau alt instituie de ocrotire.
Competenele profesorului itinerant:
- elaboreaz i propune echipei de lucru programe
personalizate de servicii educaionale;
- propune elevii pentru intervenie personalizat;
- asigur programe curriculare adaptate posibilitilor de
nvare i dezvoltare ale copiilor;
- colaboreaz cu profesorii claselor n care sunt integrai
copiii cu deficiene, cu precizarea modalitilor de lucru
pentru fiecare capitol, tem, lecie;
- pred n parteneriat ntreaga activitate;
- particip n clas n calitate de observator, consultant,
coparticipant;
- desfoar activiti terapeutic-ocupaionale individuale i
de grup;
- acord asisten psihopedagogic;
- realizeaz activitatea de evaluare;
- proiecteaz i realizeaz activitatea de nvare
individualizat care vizeaz nvarea curricular propriuzis, adaptat la un alt context, diferit de cel al clasei.
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3. Multidisciplinary team
The support teacher is a specialized person in educational
and recuperation activities for children with SEN. He/she
participates both to the school activities and to those carried on
outside the school, providing the necessary help to children with
SEN.
The itinerant teacher has a status similar to the one of the
support teacher, except he/she activates in regular schools
attended by a number of children with SEN from different
families. Another responsibility of the itinerant teacher is the
activity with deficient children at their homes when they cannot
attend school regularly or when they are not included in a center
or other caring institution.
Competences of the itinerant teacher:
- elaborates and proposes to the work team personalized
programs of educational services;
- proposes pupils for personalized intervention;
- provides curricular programs adjusted to the childrens
learning and developmental possibilities;
- cooperates with the teachers of the classes where children
with deficiencies are integrated, mentioning the working
modalities for each chapter, topic, lesson;
- teaches in partnership the entire activity;
- participates in the classroom as an observer, consultant,
co-participant;
- carries on individual and group therapeutical-occupational
activities;
- provides psycho-pedagogical assistance;
- performs the evaluation activity;
- designs and leads the individualized learning activity
which regards the actual curricular learning, adjusted to
another context, different from that of the class.
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4. Clasificarea deficienelor
Deficienele persoanelor cu nevoi speciale sunt multiple i
complexe, natura acestora fiind variat, ceea ce face destul de
grea sistematizarea acestora.
In funcie de posibilitatea de recuperare consecinele socioeconomice i alte aspecte medico-sanitate, literatura de
specialitate descrie patru categorii de deficiene:
1. motorii, determinate de boli ale sistemului locomotor i
nervos: reumatice, degenerative, ale sistemului muscular,
paralizie cerebral, secionarea total sau parial a
mduvei spinrii, amputri.
2. senzoriale, care se refer cu precdere la deficienele
analizatorilor vizuali i auditivi: nevztori, surzi i alte
deficiene senzoriale asociate.
3. deficiene morfo-funcionale la nivelul organelor
interne, unde putem ntlni afeciuni cardio-vasculare,
respiratorii, renale, digestive, metabolice, etc.
4. psihice, care pot fi de dou tipuri:
- probleme i insuficiene de maturizare ale sistemului
nervos central i periferic la nou-nscui;
- boli psihice dobndite n timpul vieii.
D. Gallahue (1993) prezint urmtoarele condiii limitate
care se refer la problematica educaiei fizice adaptate la copii:
- deficiene fizice;
- mintale;
- emoionale;
- dificulti de nvare;
- alte deficiene(astm, diabet, obezitate, leucemie etc.)
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4. Classification of deficiencies
The deficiencies of people with special needs are multiple
and complex, of a varied nature, fact which makes their
systematization quite difficult.
Depending on the rehabilitation possibility, socioeconomic consequences and other medical-sanitary aspects, the
specialty literature differentiates four categories of deficiencies:
1. motor deficiencies, determined by diseases of the
locomotor and nervous systems: rheumatic, degenerative,
of the muscular system, cerebral palsy, partial or total
sectioning of the spinal marrow, amputations.
2. sensorial deficiencies, referring mostly to the deficiencies
of the visual and auditory analyzers: blindness, deafness
and other associated sensorial deficiencies.
3. morpho-functional deficiencies at the level of internal
organs, in this case we can encounter cardio-vascular
respiratory, renal, digestive, metabolic disorders, etc.
4. psychics deficiencies, which can be of two types:
- maturing problems and insufficiencies of the new-borns
central and peripheral nervous system;
- psychics diseases acquired during the lifespan.
D. Gallahue (1993) presents the following limited
conditions that the issue of adapted physical education for
children refers to:
- physical deficiencies;
- mental deficiencies;
- emotional deficiencies;
- learning difficulties;
- other deficiencies (asthma, diabetes, obesity, leukemia, etc.)
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formarea
elementelor
de
sociomotricitate, transferul deprinderilor sociale din
domeniul sportului n viaa social.
Astfel obiectivele pot fi schematizate n urmtoarele
planuri:
Biologic
- optimizarea strii de sntate;
- favorizarea unei dezvoltri armonioase i a unei capaciti
funcionale corespunztoare vrstei;
- prevenirea i corectarea deficienelor fizice, de postur i
formarea unei atitudini corporale corecte;
- realizarea (n mod implicit) a unor efecte terapeutice,
sanogenetice (terapie corectiv, recreaional, sportterapie, programe de sntate etc.).
Motric
- mbuntirea motricitii generale prin formarea unui
sistem de deprinderi i priceperi motrice variate i
asigurarea unor indici crescui ai calitilor motrice;
- dezvoltarea potenialului psiho-motric al subiecilor;
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c) Cutarea compensaiei;
- complementar i de echilibrare;
- pentru surmontare;
- pentru substituire;
d) Tendine sociale;
- nevoia de afiliere;
- dorina de integrare;
e) Interesul pentru competiie;
- nevoia de succes;
- nevoia de a se compara cu alii;
- nevoia de neprevzut;
- trirea emoiilor concursului;
f) Dorina de a ctiga;
g) Aspiraia de a deveni campion;
h) Dorina de emulaie;
i) Dragostea pentru natur;
j) Atracia ctre aventur.
Se poate observa c motivele practicrii activitilor
sportive, de ctre persoanele cu nevoi speciale, sunt diferite, cel
mai frecvent ntlnindu-se cutarea compensaiei i nu numai,
ceea ce explic diversitatea i complexitatea personalitii
acestora.
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debilitatea
Psycho-social factors:
unfavorable family environment;
affective and educational default;
unfavorable social-economic conditions;
behavioral disorders/behavioral deviations.
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of
the
mentally
deficients
motor
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calorice
superioare
i
mbuntirea
funciei
cardiorespiratorii. Activitile pot fi: plimbare sau urcare
pe munte, mers pe bicicleta staionar sau nestaionar,
jojing, mers pe stepper sau pe covor rulant, inot pe distane
lungi, ski fond, dans aerobic, etc.
Acrosport. Reprezint o opiune care poate fi inclus n
coninutul leciilor de educaie fizic, constnd n realizarea unor
legri de figuri acrobatice colective combinate cu elemente
individuale. Figurile pot fi executate n duo, trio, sau mai muli
participani. Acrosportul presupune deci, o producie de forme
statice, dinamice sau combinate, caracterizate prin piramide.
Prestaia poate fi nsoit de acompaniament muzical.
Jocuri de micare i jocuri sportive. Jocurile de echip
sunt la fel de populare i n rndul persoanelor cu nevoi speciale,
care regsesc n cadrul acestora un mediu favorabil de implicare
motric, afectiv, cognitiv. Pentru deficienii mintali severi se
recomand ca jocurile sportive s se desfoare pe terenuri cu
dimensiuni reduse i reguli simplificate, deoarece capacitatea de
concentrare i prelucrare a informaiilor limitat impiedic
nvarea i utilizarea unor strategii de joc care implic
secvenializarea mai multor aciuni motrice dependente de mai
muli factori.
n condiii de retard uor subiecii pot practica jocuri precum
baschet, volei, fotbal.
Activiti de expresie corporal urmrete desfurarea
unei activiti artistice prin descoperirea i reproducerea unor
forme corporale n vederea unei evoluii arbitrate.
Sporturile de iarn reprezint o categorie de activiti
sportive cu o arie restrns n programa de educaie fizic sau
sportiv. Aceast omisiune ester cu att mai inexplicabil cu ct
acestea ndeplinesc obiective variate: mbuntirea nivelului
fitness-ului, relaxare recreere, senzaii speciale de micare,
crearea premiselor pentru activiti independente n vacanele
colare. Dintre acestea putem aminti. Schiul, patinajul, sania.
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Hearing deficiencies are the study object of deaf-psychopedagogy which studies the particularities of psycho-physical
development of persons with hearing dysfunctions.
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poate
fi
(chromosomal
abnormalities,
psihomotrice
ale
persoanelor
cu
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motrice
adaptate
pentru
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Indicaii metodice
Gsirea modalitilor de optimizare a comunicrii prin:
minimalizarea zgomotului de fond i maximizarea auzului
rezidual al subiecilor, n timpul predrii (evitarea fondului
muzical n timpul explicaiilor);
meninerea distanei optime fa de subieci;
iluminarea corespunztoarea slilor pentru a favoriza
labiolectura;
plasamentul optim al celui ce vorbete pentru a fi vzut de
toi participanii;
meninerea poziiei statice n explicaii, deplasrile
perturb atenia copiilor;
reluarea explicaiei dac este nevoie deoarece copiii
hipoacuzici sau surzi prezint fluctuaii ale pierderii de
auz;
cnd se lucreaz n aer liber i nu numai, profesorul se va
plasa lng elevi, i va ateniona prin gesturi familiare, iar
demonstraiile vor fi ample i se vor utiliza semnale
luminoase, gesturi uor de recunoscut;
pentru mbuntirea comunicrii profesorul poate distribui
copii scrise ale jocurilor ce urmeaz a fi predate;
se va lucra cu efective reduse, datorit timpului
suplimentar de expunere;
dac subiecii folosesc limbajul semnelor profesorul
trebuie s-l nvee;
se recomand amplasarea n clas a materiale absorbante
de sunet, cum ar fi draperii, materiale pe perei, pentru a
reduce reverberaiile;
activitile selectate vor fi direcionate spre formarea
deprinderilor sociale, mai ales n ceea ce privete educaia
integrat;
folosirea reglatorilor metodici variai (plane, desene pe
sol pentru dirijarea traseului);
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Methodical indications
Finding ways to optimize communication by:
minimizing the background noise and maximizing the
subjects residual hearing while teaching (avoiding
musical background during explanations);
maintaining optimum distance from the subjects;
proper illumination of the rooms to favor reading on lips;
optimum placement of the speaker so as to be seen by all
participants;
maintaining a static position while explaining, as
movement disturbs the childrens attention;
when the work is performed outdoors, and not only, the
teacher will stand next to the students, will draw their
attention with familiar gestures and the demonstrations
will be ample, using light signals, easy to be recognized;
to improve communication, the teacher can hand out
written copies of the games to be taught;
the group will not be numerous because of the extra time
for explanations;
if the subjects use the sign language, the teacher should
learn it;
it is recommended to place in the classroom sound
absorbing materials, such as curtains, fabric on the walls,
to reduce reverberations;
the selected activities will be directed towards the
formation of social skills, especially concerning integrating
education;
the use of varied methodical regulators (card-boards,
drawings on the ground to show the route);
promotion of interaction within the group; the low hearing
subjects will be included in groups of children without
deficiencies;
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146
- alterarea percepiilor;
- tulburri de scris i de citit.
n plan emoional comportamental, indivizii trec de la o
extrem la alta, sunt depresivi, submotivai, i au dificulti de
relaionare.
n cazul copiilor evoluia SNC determin o recuperare mult
mai rapid a deprinderilor motrice i verbale n comparaie cu
adulii.
-
Indicaii metodice
copiii traumatici s fie asistai n ideea de a ine pasul cu
colegii i a nu se simi frustrai;
asigurarea pauzelor suficient de lungi, mai ales dup
terminarea orelor;
prezentarea materialelor intuitive ntr-o maniera clar,
lent i repetitiv;
nu trebuie sancionat lipsa de atenie a copilului;
metodele de instruire se vor axa pe exersarea analitic.
3. Accidentele vasculare
- alterations of perception;
- writing and reading disorders.
In emotional-behavioral plan, the individuals move from
one extreme to another, they are depressive, sub-motivated and
have relational difficulties.
In the case of children, the evolution of CNS determines a
much faster rehabilitation of motor and verbal habits in
comparison with adults.
-
Methodic indications
traumatic children should be assisted in the idea to keep up
with their colleagues and not being frustrated;
providence of long enough recesses, especially after
finishing classes;
presentation of intuitive materials in a clear, slow and
repetitive way;
the childs lack of attention should not be sanctioned;
the instruction methods will focus on analytical practice.
3. Strokes
Factori declanatori
consumul de alcool;
stresul psihic;
creterea alcalinitii sanguine;
expunerea la lumini intermitente puternice;
privarea de somn;
episoadele febrile la copii;
dezechilibrele hormonale etc.
Triggering factors:
alcohol consumption;
psychic stress;
increase of sanguine alkalinity;
exposure to strong intermittent light;
lack of sleep;
feverish episodes at children;
hormonal unbalance, etc.
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