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CONTENTS

INTRODUCTION 3

1. DEFINITION AND SCOPE. PARTICULAR METHODS OF 4

RECREATION 4

1.1 CEREBRAL PALSY 4

1.2 MUSCULAR DYSTROPHY 7

1.3 HIP DISORDERS 9

1.4 COXA PLANA (LEGG-PERTHES DISEASE) 9

1.5 COXA VARA AND COXA VALGA 11

1.6 OSGOOD-SCHLATTER CONDITION 11

1.7 CLUBFOOT 12

1.8 ARTHROGRYPOSIS (CURVED JOINTS) 13

1.9 OSTEOMYELITIS 13

1.10 POLIOMYELITIS 14

1.11 SPINAL CORD INJURIES 14

1.12 AMPUTATIONS 16

2 BRACES AND WHEELCHAIRS 18

3 ADAPTING ACTIVITY FOR THE ORTHOPEDICAILY 22

HANDICAPPED LEARNER 22

SUMMARY 25

Множество подвижных и спортивных игр характерных для физкультурной активности здоровых детей, могут быть с успехом модифицированы и адаптированы для детей с поражениями опорно-двигательного аппарата. Методические рекомендации по этому вопросу детально представлены в третей главе данного реферата. 26

LITERATURE 27

GLOSSARY 28

Introduction

There are many different types of orthopedically handicapping conditions. Afflictions can occur at more than 500 anatomical sites. Each person who has an orthopedically handicapping condition has differ­ent physical and motor capabilities.

Each handicapped person must be treated in such a manner that his or her unique educational needs are met. The goals of this procedure are to (1) identify the specific clinical condition of the child, (2) determine which activities are contraindicated based on medical recommendations, (3) deter­mine the functional motor skills needed, (4) deter­mine the activities that will assist the development of the desired motor skills, and (5) determine aids and devices that will enable the child to secure an edu­cation in the most normal environment.

There are two broad aspects of the physical edu­cation program. In one portion of the program the student engages in activity to develop skills and abilities. In the other portion the student expresses the skills attained through instructions in the playing of games student may develop individual skills dur­ing play, but because of the lack of control of specific conditions, skill acquisition may be due to chance. The primary values of playing a game are to learn rules and strategies and to benefit from the social in­teraction with teammates.

Accommodations must be made for physically handicapped persons so they may participate in games and sports. It is desirable to include a pro­gram of modified games and sports for these stu­dents for many reasons:

1. Handicapped students need activities that have carryover value. They may continue exercise programs in the future, but they also need training in sports and games that have recrea­tional potential that will be useful to them in later life.

2. Modified sports have therapeutic value if they are carefully structured for the students.

3. Modified sports and games should help physi­cally handicapped persons learn to handle their bodies under a variety of circumstances.

4. There are recreational values in games and sports activities for students who are facing the dual problem of getting a good education and overcoming a handicap.

5. A certain amount of emotional release takes place during play, and this is important to stu­dents who are physically handicapped.

6. The modified sports program, regardless of the frequency with which it is provided, tends to relieve the boredom of a regular exercise pro­gram. No matter how carefully a special exer­cise program is planned, it is difficult to main­tain a high level of interest if the students participate in this kind of activity on a daily ba­sis.

1. Definition and scope. Particular methods of recreation

There are several specific physically handicapping conditions that are the result of orthopedic condi­tions. By federal definition the term orthopedic im­pairment means "a severe orthopedic impairment which adversely affects a child's educational performance." The term includes impairments such as clubfoot, absence of appendages, poliomyelitis, bone tuberculosis, and impairments from other causes (e.g., cerebral palsy, amputations, and fractures, burns, or injuries that cause contractures). Muscular dystrophy, arthritis, Legg-Perthes disease, Osgood-Schlatter conditions, spina bifida, brittle bone dis­ease, curved joints, multiple sclerosis, osteomyelitis, rickets, and spinal cord injuries are also discussed.

Orthopedic handicaps may occur at more than 500 anatomical sites. Orthopedic problems affect the use of the body as a result of deficiencies to the spine, muscles, bones, and/or joints. The three main sources of neuromuscular impairments are neurolog­ical impairments, musculoskeletal conditions, and trauma. Musculoskeletal conditions are so diverse in character that individual programming is required for persons with such conditions. However, some of the conditions focus on a specific part of the anat­omy, and have similar characteristics, which permit broad recommendations to be made for pairing ap­propriate types of activity with conditions.

The effects of physical disability on the performance of physical education tasks are considerable. Many persons with physical handicaps have impaired per­formance on physical tasks; however, many may ex­cel at such tasks. Of course, those who are totally paralyzed cannot perform physical tasks at all. Thus persons with physical handicaps have diverse abilities to perform motor tasks.

There are two principal causes of orthopedic handi­caps – congenital defects, in which children are born with an orthopedic handicap, and trauma, which damages muscles, ligaments, tendons, or the nervous system and results in physical impairment

There are two sources to determine orthopedic handicaps by testing – the physician and the physical educator. The physician may use numerous tests to determine the specific neurological, physiological, and anatomical aspects of the orthopedic condition. Medical techniques such as electroencephalography, electromyography, x-ray examination, and reflex test­ing as well as other procedures can be used.

The physical educator, on the other hand, assesses the child's performance on the specific motor tasks of the physical education curriculum. A mild or­thopedic handicap may be the reason for poor per­formance. Some physical handicaps are obvious be­cause the children cannot participate in physical tasks that are part of an unrestricted program.