DISABLED CHILDREN PLAYTIME

Critical evaluation of benefits and difficulties during school playtime for children who are disabled or marginalised: Solutions to help children overcome these issues

Critical evaluation of benefits and difficulties during school playtime for children who are disabled or marginalised: Solutions to help children overcome these issues

Introduction

In the field of Physical Education, treatment of physical disability gets presented as a pending issue. Traditionally, these types of students with disabilities have considered "exempt", i.e. unable to do any physical activity. This myth gets enhanced by the lack of training of teachers, the lack of government attention, fear and overprotection by the family and social disinterest in general. However, today we live the height of a school for all integration and standardization of education, attention to diversity, because, in fact, we are all different and diverse and we all need attention, some special attention to enable them to lead a life "normal" in all areas: family, school, social, and labour. In short, it comes to giving meaning to life, because this is the greatest achievement that can reach those who got disinherited by society (Dearden, 1968, 92-105).

However, playing during periods of free play is a major challenge for children with disabilities, says the researcher, simply because these children are dependent on their peers who are not always ripe, ready to understand, appreciate or value differences. Hence, what is the role of teacher, coach, parent can do to help a disabled child to feel included? However, when we are in doubt, a sensible approach will be to ask the child, and they will provide us valuable information.

Discussion

In theory, and methodology of physical education gets considered that the emotional attitude toward physical activity exaggerates the effectiveness of the process of education through and for physical culture. The same situation applies to people with various disorders. Physical education in the process of revalidation and rehabilitation gets designed to lead to personalization that becomes a person. Hence, this means developing the subjectivity of the student. Subjectivity is the ability and the ability to govern itself, constantly creating itself associated with a deep sense of responsibility for themselves, for their own life and health, for development, for his every deed (Lindon, 2001, 25-46).

Since the primary goal is to develop attitudes for the future, taking care of physical education at the end it is also a priority for the disabled and socially maladjusted. However, this achievement is far more difficult than in the case of students without disabilities. This is mainly due to reduced motivation to work of people with disabilities, as well as the inability and rationally organize their free time. However, to instil in them a passion for various forms of physical activity and active leisure time physical education teacher must have a great passion and commitment, and ability to selection of appropriate forms, methods and teaching aids. Young people with disabilities must be able to improve motor skills (Wood, & Attfield, 2005, 1-27).

The school play time for the children is ...