At the onset of considering acceptance of children living with LD, understanding must be obtained.
According to Wikipedia Learning disability, learning disorder or learning difficulty (British English) is a condition in the brain that causes difficulty and struggle to comprehend or process information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
While learning disability, learning disorder and learning difficulty are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (psychologist, pediatrician, etc.). The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), mathematics (dyscalculia) and writing (dysgraphia).
The unknown factor is the disorder that affects the brain's ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.
Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. School psychologists and other qualified professionals quite often help design the intervention and coordinate the execution of the intervention with teachers and parents
Other types of learning disabilities and disorders. Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Implications of learning disabilities
Learning disabilities affect the brain's ability to receive, process, and respond to verbal or non-verbal information. While learning disabilities do not go away, children and adults can use strategies to adapt to them. Specific learning disabilities impact the following areas:
· Reading: Difficulty with word accuracy, reading rate, fluency, and comprehension; known as dyslexia
· Written expression: Impacts spelling, grammar and punctuation, clearness or organization of how person writes; sometimes called a reading disability or dysgraphia
· Mathematics: Difficulty with number sequencing, memorization of arithmetic facts, calculation, and math reasoning; known as dyscalculia—difficulty with arithmetic and mathematical concepts
What is noticeable?
Children with learning disabilities may struggle with:
· understanding questions and following directions
· using filler words—um, thing, or stuff—while searching for correct words
· repeating numbers in sequence, such as phone numbers or addresses
· knowing right from left
· confusing the order of words, numbers, or sequence in a story
· telling time and having a concept of time
It may not be immediately evident that the child has a learning disability. Many children with specific learning disabilities attend school in mainstream classrooms with their peers without disabilities. To avoid being made fun of or shamed by classmates, they may have learned strategies for hiding learning difficulties, such as pretending to read or distracting other students or teachers.
Before Meeting the Child
· Learn from the child’s teacher, Individual Education Plan (IEP), parents, or caregivers about the child’s learning disability and how it affects them in practical terms.
· Ask about what adaptations help the child function in school and at home, and modify them for your interaction.
· Find out the child’s regular schedule, including times of regular television shows, school, therapies, and other activities.
· If the child has difficulty understanding written or spoken language, consult with teachers or caregivers beforehand about how to make your questions as understandable as possible.
During the Meeting
Make adaptations for the child based on the information you have gathered. For example, if the child has:
· dyslexia, or difficulty understanding written words, and needs to review written material, read the material, or prepare the material in plain language beforehand.
· difficulty understanding written or spoken language, check in frequently to make sure they understand what you are asking or saying.
· difficulty with the concept of time:
· When you are trying to pin down a time during a particular day, ask about regularly scheduled activities in the child’s day, such as school, afternoon television program, after-school activities. You can ask if the abuse happened before or after a favorite television program.
· If you are trying to find out if the abuse happened on a particular day or week or month, try to find out the child’s long-term schedule or events that they might remember, such as a special activity, holiday, birthday, or other event
How is sport contributing to social acceptance?
In the USA the beneﬁts of physical activity are universal for all children, including those with disabilities. The participation of children with disabilities in sports and recreational activities promotes inclusion, minimizes deconditioning, optimizes physical functioning, and enhances overall well-being. Despite these beneﬁts, children with disabilities are more restricted in their participation, have lower levels of ﬁtness, and have higher levels of obesity than their peers without disabilities. Pediatricians and parents may overestimate the risks or overlook the beneﬁts of physical activity in children with disabilities. Well-informed decisions regarding each child’s participation must consider overall health status, individual activity preferences, safety precautions, and availability of appropriate programs and equipment. Health supervision visits afford pediatricians, children with disabilities, and parents’ opportunities to collaboratively generate goal-directed activity “prescriptions.” Child, family, ﬁnancial, and societal barriers to participation need to be directly identiﬁed and addressed in the context of local, state, and federal laws. The goal is inclusion for all children with disabilities in appropriate activities. This clinical report discusses the importance of physical activity, recreation, and sports participation for children with disabilities and offers practical suggestions to pediatric health care professionals for the promotion of participation.
Physical activity are universal for all children, including those with disabilities. Although 18% of children and adolescents in the United States have a chronic condition or disability, opportunities for their participation in ﬁtness and activity programs, whether for leisure, recreation, or competition, are limited.1 International efforts to promote the social and emotional well-being of children with disabilities through participation in recreational sports and physical ﬁtness activities began with the ﬁrst competitive sporting event for individuals with disabilities in 1948, followed by the ﬁrst Paralympics competition in 1960, and the establishment of the Special Olympics in 1968. The Special Olympics is now the largest recreational program for children with intellectual disabilities, with 1 million athletes in 125 countries. Despite these efforts, children with disabilities have lower levels of cardiorespiratory ﬁtness, lower levels of muscular endurance, and higher rates of obesity than typical children. In addition to the physiologic beneﬁts of decreased body fat and increased ﬁtness overall, regular physical activity for children with disabilities has been shown to help in controlling or slowing the progression of the chronic disease, improving overall health and function, and mediating the psychosocial impact of the condition on children and their families. Pediatricians and other medical home professionals may overestimate the risks or overlook the beneﬁts of physical activity in children with disabilities. Parents often seek information about recreational opportunities, but some pediatricians are relatively unaware of the value of these opportunities for children with disabilities.4 This clinical report discusses the importance of physical activity, recreation, and sports participation for children with disabilities and offers practical suggestions to pediatric health care professionals for the promotion of participation.
Benefits of sport participation
The term “participation” is deﬁned by the World Health Organization as the nature and extent of a person’s involvement in life situations and includes activities of self-care, mobility, socialization, education, recreation, and community life. Participation in activities is the context in which people form friendships, develop skills and competencies, express creativity, achieve mental and physical health, and determine meaning and purpose in life. Children with disabilities tend to be more restricted in their participation than their peers: a gap that widens as children become adults. One way in which health care professionals can assist children with disabilities to participate fully in the lives of their families and communities is by promoting participation in sports, recreation, and physical activities in the least restrictive environment. The primary goals for increasing physical activity in children with disabilities are to reverse deconditioning secondary to impaired mobility, optimize physical functioning, and enhance overall well-being. Regular physical activity is essential for the maintenance of normal muscle strength, ﬂexibility, and joint structure and function and may slow the functional decline often associated with disabling conditions.8 Children with cerebral palsy (CP) are signiﬁcantly weaker than age-matched controls, and strengthening and weight-bearing programs are recommended. Moreover, female adolescents with CP have a lower self-concept than their counterparts without disability in the domains of physical appearance, social acceptance, athletic competence, and scholastic competence. Adequate levels of muscular strength and endurance are associated with increased bone mass, reduction in injury from falls, and a greater ability to complete activities of daily living. A strength-training program for young patients with CP demonstrated increased strength, improved mental wellbeing, and better overall function. Another example is that of children with Down syndrome; although they have less muscle strength than typical children, they show increased exercise endurance and work capacity after participation in a specialized aerobic training program. The current epidemic of obesity associated with inactivity is a global health care concern for all children, including those with disabilities.
Children with disabilities are more likely than other children to be sedentary, placing them at higher risk of obesity and associated health conditions. In fact, children with certain developmental disorders have higher prevalence’s of being at risk of overweight and being overweight than do children without developmental disorders. Physical consequences of inactivity for persons with disabilities include reduced cardiovascular ﬁtness, osteoporosis, and impaired circulation. In addition, the psychosocial implications of inactivity include decreased self-esteem, decreased social acceptance, and ultimately, greater dependence on others for daily living. Overall, the participation of children with disabilities in sports and physical activities can decrease complications of immobility. Sports participation enhances the psychological wellbeing of children with disabilities through the provision of opportunities to form friendships, express creativity, develop a self-identity, and foster meaning and purpose in life. Special Olympics participants show heightened self-esteem, perceived physical competence, and peer acceptance when compared with nonparticipants. Parents of Special Olympians reported that their child’s participation promoted social adjustment, life satisfaction, family support, and community involvement. Such events provide a much-needed venue for informal peer support and sharing of experiences among families of children with disabilities.20 Mildly strenuous exercise has been shown to reduce stereotypic movements, maladaptive behaviors, and fatigue in children with autism and other developmental disabilities. Last, participation in regular physical activity can foster independence, coping abilities, competitiveness, and teamwork among children with disabilities.
Currently, a wide variety of sporting activities are accessible to children with disabilities, and guidelines are available to assist pediatricians in recommending activities appropriate for children with speciﬁc conditions. The American Academy of Orthopedic Surgeons has developed a “participation possibility chart” that outlines sporting options for individuals with the most frequently occurring physical disabilities. For example, it is recommended that children with Down syndrome, after being screened radiographically for atlantoaxial instability, participate in sports they enjoy, with the exception of those that involve contact or collision. Similarly, children with asthma should have readily available medications for use before participation as needed and should be permitted to modify participation as needed for airway exacerbations or environmental conditions without negative ramiﬁcations. Rather than exclusion from sports participation, the goal is inclusion for all children with disabilities in appropriate activities. It is important that children are empowered with an “I can do” attitude rather than discouraged by the message “you can’t do that.” Properly designed and implemented programs of sports and physical activities for children with disabilities should target cardiovascular endurance, ﬂexibility, balance, agility, and muscular strength and accessibility, safety, and enjoyment.8 Strategies to minimize the risks of illness or injury to children with disabilities during sporting activities should be implemented before participation. Exercise that is of longer duration, greater frequency, and lower intensity compared with programs for typically developing children is recommended.8 In the example of an adolescent with a cervical spinal cord injury, participation in wheelchair rugby should be permitted only after the athlete, parents, and coaches can readily recognize acute sweating, sudden and often severe headache, apprehension, and hypertension as autonomic dysreﬂexia and quickly identify and remove the triggering factor(s). Latex-safe environments should be provided, and resuscitation medications should be readily accessible when children with spina biﬁda (25%– 65% prevalence of latex allergies) are participating. Children with neurodevelopmental disabilities often demonstrate abnormalities of thermoregulation secondary to impaired vasomotor control, decreased muscle mass, and impaired central temperature-regulating mechanisms Anticholinergic medications may further increase the risk of hyperthermia in children with spinal cord injuries. Approximately one half of athletes in a Junior National Wheelchair Games competition experienced hyperthermia, and 9% of swimmers in the same study experienced hypothermia. Careful attention must be directed at proper training, hydration, clothing, and equipment. Some children with disabilities have impaired motor coordination, decreased endurance, limited mechanical efﬁciency, and osteopenia, factors that can predispose to musculoskeletal injuries and overuse syndromes. For example, athletes in wheelchairs have increased rates of shoulder overuse injuries and carpal tunnel syndrome. Pediatricians are encouraged to access published resources for sports-speciﬁc and condition-speciﬁc guidelines regarding the participation of children with disabilities in sports and physical activities. Health supervision visits afford pediatricians, children with disabilities, and parents with opportunities to collaboratively generate goal-directed activity “prescriptions.” The longitudinal relationship between the pediatrician, child, and family provides a broad and deep understanding of the implications of participation for each child. Conditions that may limit a child’s participation or predispose the child to injury, individual preferences, and the availability of appropriate local programs must be individually considered. The child’s current health status, the level of competition, the speciﬁc sport and position to be played, availability of protective or adaptive equipment, whether the sport can be modiﬁed to allow safer participation, and the ability of child and parent to understand and accept the risks involved must all be addressed before participation. For example, a child with autism and communication impairments might struggle with verbal instructions from coaches during certain team sports and beneﬁt more from participation in individual sporting activities. Because standardized preparticipation forms may not adequately communicate the issues involved in safe participation for children with disabilities, alternative forms have been developed. Overall, the sports preparticipation evaluation for children with disabilities may not occur in the context of a single ofﬁce visit, but rather, over a period of time with input from physicians, coaches, physical education teachers, physical and occupational therapists, and others. The American Academy of Pediatrics policy statement on care coordination for children with special health care needs provides guidance on the complexities of this process. With the proper guidance, the risk of injury to physically challenged children is no greater than that to athletes without disability.
What determines participation?
The most frequently identiﬁed barriers to the active participation of children with disabilities in sports and physical recreation are the child’s functional limitations (18%), high costs (15%), and lack of nearby facilities or programs (10%). In fact, adolescents with disabilities cited the cost of specialized equipment as the most frequent reason for nonparticipation. Participation is further inﬂuenced directly by time, the home environment, and the child’s perceived self-competence and indirectly by social support from schools and communities, family demographics, and family and child preferences. Families who engage in physical activities themselves tend to promote similar participation for their children with disabilities. Moreover, inactive role models, competing demands and time pressures, unsafe environments, lack of adequate facilities, insufﬁcient funds, and inadequate access to quality daily physical education seem to be more prevalent among populations with special needs. Overall, environmental and family factors seem to be more signiﬁcant determinants of participation than characteristics of the children themselves. The establishment of short-term goals, emphasizing variety and enjoyment, and positive reinforcement through documented progress toward goals can help spark and sustain the motivation for participation. Many individuals with disabilities are still, to a large extent, socially segregated and experience negative societal stereotypes and low performance expectations, rendering them with limited opportunities for participation in group physical activities. These attitudinal barriers in the community contribute to a lack of awareness regarding current programs and opportunities for participation. Although specialized programs are beneﬁcial, the participation of children with disabilities with other children in community activities can reduce societal barriers. It is a common misconception that children with disabilities are susceptible to trauma and, therefore, should avoid rigorous sporting activities that are typically associated with injury. Although athletes with disabilities have rates of injury similar to those of other athletes, fear of injury frequently remains a barrier to participation. Overall, misconceptions and attitudinal barriers at the level of the individual, the family, and the community need to be addressed to integrate children of all abilities into recreational and sports activities.
The right to participate
Federal laws exist to protect the rights of children with disabilities to participate in sports and physical activities. The Individuals with Disabilities Education Act mandates free, appropriate public education in the least restrictive environment. Section 504 of the Rehabilitation Act of 1973 states that no individual shall be excluded because of disability in programs that receive federal funds. Physical education is a federally mandated component of special education services, including the promotion of physical and motor ﬁtness, fundamental motor skills, and skills in individual and group games and sports. Pediatricians and parents of children with disabilities can advocate for programs of adapted physical education and recreation in each child’s individualized education plan. Schools are required to modify programs or activities according to the abilities of each child. Students with disabilities have the same right as all students to compete for inclusion on interscholastic teams that use performance criteria to determine who will participate. Although national initiatives from the US Department of Health and Human Services, the Centers for Disease Control, and the American Academy of Pediatrics stress the daily participation of all students in programs of physical education, this goal remains unmet. In fact, according to a 2000 study, only 8% of American elementary schools, 6.4% of middle schools, and 5.8% of high schools with existing physical education requirements provided daily physical education classes. More than three fourths of elementary, junior/middle, and senior high schools allow students to be exempted from required physical education; cognitive and physical disabilities are among the most common reasons for these exemptions.
The combined advocacy efforts of well-informed pediatricians, parents, educators, and others are needed to ensure and promote the participation of all children in sports and physical activity programs, each according to his or her abilities.
www.pediatrics.org/cgi/doi/10.1542/ peds.2008-0566 doi:10.1542/peds.2008-0566 https://childabuseanddisabilities.safeaustin.org/about-disabilities/learning-disabilities/