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This study aimed to identify whether an intervention with capoeira changes the psychomotor profile of people with Intellectual Disabilities (ID). This condition (ID) is characterized by global developmental delay, notably neurological and psychomotor aspects. For this study, 20 students from a specialized educational service diagnosed with ID were divided into two groups (control [CON] and intervention [INT]). After the interventions, the CON group indicated progress in the tonicity and balance factors, while in the INT group, the balance factors, body awareness, spatio-temporal structure, global praxis, fine praxis and total test score improved. We conclude that a capoeira intervention program for people with ID improves the psychomotor profile of participants. Keywords: Person with disabilities, psychomotor development, psychomotor evaluation, motor skills, executive functions, Intellectual disability (ID) is characterized by significant limitations in both intellectual functioning and adaptive behavior, expressed in conceptual, social, and practical skills (Schalock et al., 2021). The ID occurs during [...]

Negative societal attitudes are a known barrier faced by persons with intellectual disabilities (ID). This project sought to provide college-aged students with exposure to persons with ID via participation in a one-time community engagement event sponsored by Special Olympics Indiana. Prior to and following participation, 107 students completed a 17-item survey to assess attitudes about working with persons with ID. Results demonstrated significant differences in 15 of the 17 item scores (p ≤ .05) except for two emotion-based variables: willing (p= .129), and cooperative, (p=.116). Those having prior contact with persons with ID showed less anxiety and greater willingness to participate in the event. This work supports the idea that participation in community engagement activities positively impacts attitudes toward persons with ID. [ABSTRACT FROM AUTHOR]

Trauma in the lives of students with intellectual impairments, including children experiencing autism spectrum disorder, is significantly higher than their school-age peers. There remains a significant gap however, in how schools respond to student trauma as teachers receive little formal training or continuing education on its impact and implications for instruction. Trauma-informed pedagogy is a framework for instructional practice that is slowly gaining attention. By linking trauma-informed pedagogy with strength-based instructional approaches, a safe and relational teaching context is promoted--one that decreases teacher actions that may trigger or retraumatize students. With the aim of supporting student resilience, control over one's body, and autonomy, recommendations on how to practice trauma-informed pedagogy are discussed, using the instructional strategy of graduated instructional prompts as a point of reflexion. [ABSTRACT FROM AUTHOR]

Attending residential summer camp has considerable social-emotional benefits for individuals with disabilities. The purpose of this study was to investigate the social-emotional impact of one-time, 1-hr. session of Drumtastic Ability Beats (DAB) on 467 campers with cognitive developmental disorders (CDD; ages 5-49), and to see if one diagnostic sub-group changed more than another. Diagnostic sub-groups used in analysis consisted of autism spectrum disability (ASD; n =144), intellectual developmental disability (IDD; n =96), Down syndrome (DS; n =118), and neuromuscular disorder- cerebral palsy/traumatic brain injury (NMDCP/ TBI; n =39). Pre and post testing revealed significant changes in self-rated fun for camper participants and by counselor observation p <.001. Significant changes in positive and negative mood/behavior emerged for all camper participants was p < .001. Between group differences revealed NMD-CP/TBI, DS, and IDD showed significantly improved positive mood/behavior over ASD (p < .05). NMD-CP/TBI and IDD group participants showed significant improvement in social interaction skills compared to ASD (p < .017) and DS (p < .004). Personal relationship skills were significantly increased for NMD-CP/TBI group versus ASD (p < .003) and DS (p < .016). Significant findings favored females over males for social interaction p < .01, and personal relationships p < .05. Results indicate that a one-time DAB session had a positive impact on social-emotional skills and fun for campers in CDD category, with the most benefit for campers in the NMD-CP/TBI and IDD and female category especially in area of social and personal relationships and positive mood/behavior. [ABSTRACT FROM AUTHOR]

There are approximately 200 million individuals worldwide with intellectual disabilities, and in 2012, more than 4.2 million athletes in 170 countries benefited from SO programs and the 70,000 worldwide competitions. Although SO reaches millions on a yearly basis, there are still areas in the United States where potential athletes are either unaware of these opportunities or training clubs are not readily available. This paper will present the various opportunities that SO has to offer as well as the necessary steps for one to become a volunteer, certified coach, or even start their very own SO training club. [ABSTRACT FROM AUTHOR]

Many individuals with Intellectual Disabilities (ID) do not participate in regular physical activity and exhibit a sedentary lifestyle leading to obesity, cardiovascular disease, diabetes, and muscular atrophy, among others. The purpose of this study was to investigate the effect of a 6-week progressive and combined training program on muscular strength and cardiovascular endurance of young adults with moderate global delay. Three, one-hour sessions per week, for 6 weeks, involved full body resistance and cardiorespiratory training. A 10 maximum-repetition (RM) seated chest and leg press performance, as well as Legers 20m shuttle run were administered at the pre-, mid- and post- times. The progressive training principle was applied after the mid-test. The results showed significant improvements in muscular strength and cardiorespiratory endurance confirming that combined and progressive training protocol resulted in faster gains as compared to past approaches that involved programs that were less intense but longer in duration. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the impact a service learning experience had on a group of undergraduate students and to explore the benefits the students received as a result of participating in the experience. Eighteen undergraduate students participated in this study. Data were collected through reflective journals that students composed during and shortly after completion of this experience. Three themes illustrating the impact upon participants and benefits gained through this experience emerged: increased comfort during interactions with athletes who have intellectual disabilities, clarification of career choice, and an increased awareness of and sensitivity toward societal stereotypes directed at individuals with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Focuses on the challenge of developing an intellectual disability classification within the Sport for People with Disabilities movement. Official perspectives that identify the areas of an intellectual disabilities profile; Information on the Blomquist approach, a classification system developed by Brigitta Blomquist through the writings of Doc Councilman, a swimming teacher from the U.S.; Proposed approaches as bases for an intellectual disabilities classification.

With more individuals with disabilities participating in interscholastic activities, it is important that athletic trainers (AT) understand how to best provide services for all athletes. Sixty-six program directors were surveyed using multiple-choice and open-ended questions to determine what course content related to people with disabilities is currently included in their AT preparation curriculum and what their opinions are related to including this content. Frequency counts and percentiles were calculated based on responses. Seventeen percent of the directors reported including a course on providing care for people with disabilities. Eighty-five programs included some content within a course, though only 55% of the programs cover more than three disabilities. Further findings and their implications are discussed. [ABSTRACT FROM AUTHOR]

Motor skill deficits, mainly in coordination, such as hand to eye, is one of many of the characteristics or symptoms of an intellectual disability. Therefore, exercise therapy, with coordinative elements as well as special approaches to education, is a necessary action to achieve optimal health outcomes; and, to influence the development of the affected children in the best possible way (Brault, 2010). Hence, the aim of this study was to examine the physiological, symptom specific and cognitive effects of a multi-modular Drums Alive Kids Beats® Intervention in children with diverse abilities. Children with intellectual disabilities, aged 13.9 ± 2.7 years of age, were divided into two separate intervention groups and either attended the conventional school physical education lessons (PEG); or, participated in additional Drums Alive® Kids Beats Intervention classes (DG) twice a week. To give perspective, before and after the assessments for the 7-week intervention program were conducted, the performance was measured using the German Motor Skill Test (DMT). Furthermore, the children's behavior and competencies were assessed by means of two questionnaires, the HKI and the VFE, as well as the Developmental Behavior Checklist (DBC), which monitors daily behavioral patterns. Results showed significant improvements of the DG in aerobic performance (p=0.11), coordination (p=0.038) & strength (0.015). Regarding the children´s monitored behavior (DBC), the DG also showed significant improvements (p=0.007) compared to the PEG. No significant changes were found in the competencies within each group and when measured against other groups. Findings of this study revealed that a sportive multi-modular drumming exercise program that combines endurance, strength training and highly coordinative movements, with emotional elements in an enriched environment, had significant effects on motor skill performance and behavior in children with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Children with additional needs (CwAN) face barriers when accessing resources such as summer camps due to limited program accessibility. Full-day camps are a form of respite care for primary caregivers, while also providing a sense of independence for children. The arts are known to offer psychological benefits when explored in a creative and inclusive environment. This article describes a creative arts camp for CwAN from the perspective of two camp counselors and eight primary caregivers of CwAN. The camp details are described, from counselor training to the final performance at the end of the camp week. Caregivers felt that this camp structure allowed their CwAN to gain worth-while experiences in dance, drama, music, and visual arts. It also allowed them to feel a sense of safety and belonging by spending time with other CwAN and supportive camp counselors and volunteers. There are many strengths of this camp structure that can be applied to other camps in other settings. Program planners and community organizations should consider incorporating the creative arts into existing and developing programs. [ABSTRACT FROM AUTHOR]

Since the academic year of 2014/2015, the Hungarian National Student Fitness Test (NETFIT®) served as the compulsory, health-related, criterion-referenced, institutional fitness assessment in grades 5-12 in Hungary. However, the battery was developed to assess typically developing children; therefore, teachers of children with special educational needs could not always comply with the legal requirements, as the battery could not be conducted in many special schools, and the interpretation of the result was difficult. In 2016, the T.E.S.I. 2020 Strategy (Strategic Actions for Health-Enhancing Physical Education or Testnevelés az Egészségfejlesztésben Stratégiai Intézkedések) was accepted by the Government, commissioning the Hungarian School Sport Federation to accomplish the adaptation. This article details the adaptation process of the NETFIT®, and summarizes the methods and the research outcomes. [ABSTRACT FROM AUTHOR]

Presents information on the 1995 Special Olympics World Games which were held in New Haven, Connecticut. Details on the opening ceremony of the games; Information on the Games Organizing Committee three primary goals; Community support for the Special Olympics; Summary on the various sports which were played; Amount of countries with participating in the games. INSETS: Did you know?.;Special Olympics improves social development according to New..;New challenge..

The article focuses on the efforts of organization providing support to children with disabilities expanding their reach inorder to connect to minority families in the U.S.

The purpose of this investigation was to determine if the test administration methods (i.e., PACER beeps only; PACER beeps with co-actor; and PACER beeps with verbal encouragement) in the PACER Test of the FITNESSGRAM influence the performance scores of children and youth with intellectual disabilities. Participants were 13 youth (7 female; 6 male) with mild to moderate intellectual disabilities (IQ 37-73). Based on the results, there was no statistical difference between the numbers of laps completed by participants between the three different test administration methods. However, caution must be used due to possible limitations of the study design. [ABSTRACT FROM AUTHOR]

The article focuses on the first Special Olympics World Games to be held in the Middle East/North Africa Region in March 14-21, 2019 including in which United Arab Emirates are taking a leading role in ending discrimination against people with intellectual disabilities.

The article focuses on the Special Olympics World Games held in Abu Dhabi, United Arab Emirates which welcomed a record breaking amount of participants. It talks about the Special Olympics signifying leadership, health and education in the field of sports. It tells about the Special Olympic celebrating their 50th anniversary with the highest amount of participants from across the world.

The article focuses on the 2015 Special Olympics World Games in Los Angeles, California, held in accordance with the 25th anniversary of the American with Disabilities Act (ADA), which promotes the theme of inclusion for all. Topics discussed include Unified Sports is one of the key components of Special Olympics, competition and coaching in Unified Sports, and the sport of Bocce.

The article offers information on a reality series "Born This Way" received Emmy Awards.

The article discusses that the Special Olympics Young Athletes is an early childhood play program for children with and without intellectual disabilities ages 2 to 7 years old. Topics discussed include Young Athletes introduces basic sport skills, like running, kicking and throwing; and Young Athletes offers families, teachers, caregivers and people from the community the chance to share the joy of sports with all children.

This article reports on the meeting of Special Olympics athletes, along with their parents, coaches and program leaders, with U.S. representatives in Washington, D.C. on April 6, 2005. The purpose of the meeting was to discuss the importance of Special Olympics for all people with intellectual disabilities and ask for continued support throughout the world. The Special Olympics delegation will not only thank each of their U.S. representatives, but they will explain why continued support in the areas of health care, education and worldwide expansion of Special Olympics is critical for people with intellectual disabilities, not just in the U.S., but around the globe.

Discusses the history of adapted physical activity in the U.S. Effects of the first Special Olympics in Chicago in August 1968; Number of participants in the First National Conference on Physical Education and Recreation for the Mentally Retarded in October 1966; Information on the publication of the "Annotated Bibliography on Research in Physical Education and Recreation for the Mentally Retarded."

Part III. Outlines specific instructional practices for children and youth with autism spectrum disorders (ASD). Importance of promoting eye contact; Instructional cornerstone of the applied behavior analysis applied to ASD; Eight ways to increase initiation of activity by the individual with ASD.

The article reports on the findings of a survey related to the backgrounds of secondary school youth and their functional abilities, activities in school and others, sponsored by the U.S. Department of Education. Topics discussed include performance of youth with intellectual disability (ID) and emotional disturbance (ED) in schools; challenges faced by youth with autism, ID, and multiple disabilities; and various health associated issues.

Presents information on the 2000 Special Olympics European Games for mentally handicapped to be held in Groningen, Netherlands, sponsored by Special Olympics Inc. Estimated number of participants; Purpose of the games; Sports included in the Olympics.

The article reports that "Introduction to Coaching Players with Intellectual Disabilities," Special Olympics and the International Tennis Federation (ITF) joined forces again to publish a second free e-learning course. Topics include Special Olympics and the ITF responded to increased demand for e-learning while taking the next step in coaching athletes with intellectual disabilities (ID); and strategies used by coaches when coaching tennis players with ID.

Provides information on the United States Cerebral Palsy Athletic Association (USCPAA). Amount that USCPAA strives to raise a year; Events that USCPAA offers for both bicycles and trikes; Options for swimmers with cerebral palsy.

Aims: The purpose of this study was to examine parent-child relationship satisfaction perceived by parents regarding 15-week swimming class participation with parents and to develop a program to enhance relationships between disabled children and their parents. Methods: The subjects of this paper were the parents of mildly intellectually disabled male children. The subjects included a total 30 parents, 10 parents in the swimming group in which intellectually disabled children participated with their parents, 10 parents in the group in which only children participated, and 10 parents in the control group. The swimming class was conducted three times a week for a total of 15 weeks with each session lasting for 40 minutes. For analyzing the measured data, SPSS 21.0K was employed to perform Analysis of Covariance, and all the statistical significant levels were set up as .05. Results: Compared with the group in which only intellectually disabled children participated and the control group, the swimming group in which children participated with their parents for 15 weeks showed statistically significant improvement in terms of the total scores of parent-child relationship satisfaction perceived by parents after the class, that is, psychological satisfaction, living culture satisfaction, communication satisfaction, and parent-child relationship satisfaction. Conclusion: Intellectually disabled children's participation in swimming class with parents indicated positive effects on parent-child relationship satisfaction perceived by parents. [ABSTRACT FROM AUTHOR]

Introduction: The Beijing Motor Proficiency Test (BMPT) is an adaptation of the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). It samples from three BOT- 2 sub-tests, namely, bilateral coordination (3), balance (3), and upper limb coordination (4). Methods: The investigators trained 35 students from the Beijing Sport University (BSU) across three days. Students learned how to administer the 10 items along with a newly developed "familiarization protocol" (FP), a system of prompts (both physical and verbal) that assist in determining whether an individual understands how to perform each applitest item. Once trained the students dispersed across 15 provinces and four municipalities in China. Data were collected in 36 schools with participants seven to 17 years of age. There were 1726 males and 820 females (N = 2546). Results: Norms were established for males and females across the following age cohorts (7-8, 9-10, 11-12, 13-14, and 15-17) and for the designated BOT-2 items: touching nose with index finger, jumping in place opposite sides synchronized, tapping feet and fingers, standing on line feet apart eyes closed, walking heel-to-toe, standing on balance beam (one leg, eyes open), drop and catch ball (two hands), dribbling (one hand) catching (two hands) and dribbling (two hands). Conclusions: Overall, the performance of males and females across all age cohorts was comparable in bilateral coordination and balance. Males perform better in upper-limb coordination. [ABSTRACT FROM AUTHOR]

Introduction: Adults with intellectual and developmental disability (IDD) are a 'population at risk' for diseases due to physical inactivity. Intervention programs have been introduced for this population in the past with good outcomes, yet most of these programs have been costly. Methods: Seventeen adults (Mean age = 42.3± 12) diagnosed with moderate level of IDD, were matched with a control group (n = 17). The research group underwent a one year, two weekly, low graded treadmill program (according to individual ability) implemented by volunteers supervised by a physical therapist. The control group did not receive any physical intervention during this year. Pre-post data of the research and control groups regarding infirmary visitations, heart rate at rest and during exercise, were compared through student T-test calculations. Results: 1. Pre-post mean pulse at rest decreased for the research group from 88.7 to 81.6 (P < 0.05). Control group showed no change. 2. Pre-post mean pulse during exercise was decreased for the research group from 119 to 101 (P <0.000). Control group showed no change. 3. Pre-post yearly mean infirmary visitations were reduced for the research group from 213 to 114 (P <0.025). Number of visitation for the control group increased during the intervention year. Discussion: Results suggest that a moderate aerobic fitness program has a significant influence on fitness levels of individuals with IDD. The reduced infirmary visitation by the research group suggests a possible perception of 'ill well-being' by participants prior to intervention, manifested by an exaggerated need for medical attention. Conclusions: The results show that a low-graded, low-cost, physical intervention has impressive results, with further medical implications. [ABSTRACT FROM AUTHOR]

Background: Individuals with intellectual and developmental disabilities (IDD) are in need of effective physical fitness training programs. Virtual Reality (VR) technology was investigated as a technique for providing a motivating physical fitness program for individuals with IDD. Aim: To test the effectiveness of a VR-based exercise program in improving the balance of adults with IDD. Methods: Participants were randomly assigned to the research (N = 6) and control (N = 6) groups from a total of 24 individuals with IDD and balance problems. An eight-week program consisting of two 30-minute sessions per week was implemented through game-like exercises provided by the SeeMe video capture VR system. Pre-Post-intervention changes in balance were monitored by the Timed Up and Go (TUG) Results: Significant (P <0.05) improvements in balance were demonstrated for the research group in comparison to the control group for the TUG test (Using the two tailed student T-test). Discussion: The VR game-based intervention was feasible and suitable for adults with IDD and, when delivered over a period of eight weeks, resulted in significant improvements in the balance of the research participants only. Conclusions: VR technology is suitable as a means to improve balance in most adults with a moderate level of IDD. The TUG balance test is suitable to assess balance of individuals with IDD. [ABSTRACT FROM AUTHOR]

The article reports that Sidney Squire and Harold Tenbrook coached the teams at the two special education schools in Richmond and Henrico and decided to create a separate league. Topics include studentathletes on Henrico's Medford League team are coached by Gregory Robinson and William Carter; and Senior Marcus Hudson's mother and stepfather watched from the gym bleachers and recalled when their son brought home a notice from school and announced he would play in the league.

The article focuses on the programs and services of Equine Facilitated Mental Health and Learning (EFMH & L) offered by mental health professionals, educators, coaches, and equine professionals in the U.S. EFMH & L activities may benefit returning veterans and their families, children with learning disabilities, seniors coping with issues of aging, adults and children with physical disabilities, people with addictive disorders, parents learning parenting skills, and many other human challenges and problems.

The article discusses that the Special Olympics is the largest social rehabilitation organization through sports for people with Intellectual disabilities in the world. Topics discussed include the mission of Special Olympic is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities; and Special Olympics Iran is proud to have been part of the global Special Olympics movement.

Focuses on the 1999 Special Olympics World Summer Games to be held in North Carolina. Features of the official Games poster unveiled by artist Fabienne Delacroix; Details on the `99 World Games Fashion Show preview; Host for the 2003 Games.

Reports on the 1999 Special Olympics in North Carolina. Estimated number of volunteers needed; Launch of a statewide School Enrichment Program to educate students about mental retardation; Convening of the first Special Olympics Peace Games in Bethlehem, West Bank.

The article highlights the Special Olympics Unified Relay Across America which will culminate at the Opening Ceremony of the Los Angeles 2015 Special Olympics World Games on July 25, 2015. The U.S. portion of the Unified Relay will start on May 26, 2015 where it will be divided into 3 simultaneous routes starting in Augusta, Maine, Miami, Florida and Washington D.C. The Special Olympics will feature 25 Olympic style sports in venues across the Los Angeles region.

The article discusses the decision of the U.S. Supreme Court in the case Hall v. Florida using the term, intellectual disability.

The article focuses on a March 8, 2006 meeting between U.S. Representatives and U.S. Senators and Special Olympics athletes and family members, coaches, and state program leaders. The Special Olympics group met with the government leaders to urge Congressional support for appropriations for their 2007 fiscal year. The group wants Congress to provide funding up to levels which were authorized in the Special Olympics Sport and Empowerment Act which was signed into law by U.S. President George W. Bush in October, 2004. The Act authorizes $15 million per year to support Special Olympics education programs and worldwide expansion.

The article focuses on the cut in the funding for Special Olympics announced by the U.S. president Donald Trump highlighted the funding cuts to programs offered for children in disabilities.

The article focuses on the 2007 Special Olympics World Summer Games, which were held in Shanghai, People's Republic of China, from October 2-11. The event, which featured more than 7,000 Special Olympics athletes and coaches from 169 countries, marked the first time the Special Olympics World Summer Games had been held in Asia, and only the second time the games had been held outside of the United States. A discussion of the athletic events and the world's largest forum on intellectual disabilities which was held at the games, is presented.

Highlights news on Special Olympics, for the summer of 1996. Information on the sixth annual Special Olympics National Unified Sports Bowling Tournament; Number of Jordanian athletes who participated in the 1996 Israel Special Olympics National Games; Special Olympics Christmas record grant awarded to Rhode Island Special Olympics (RISO).

Editorial. Asserts that athletes with mental retardation will participate in the 1996 Paralympic Games. Holding of quadrennial games; Acceptance of the International Sports Federation for Persons with a Mental Handicap (INAS-FMH); Belief in the principle of normalization.

Features the 1995 Special Olympics Commemorative Coin. Image of founder Eunice Kennedy Shriver on the coin; Mandated $10 surcharge on the sale of each coin; Celebration of the competency and abilities of persons with mental retardation.

Highlights news items concerning the 1995 Special Olympics World Games. Holding of the Connecticut Special Olympics Football Invitational on October 15 and 16, 1995 at New Haven's Yale University soccer stadium and athletic fields; Estimated number of attendees to the 1995 Special Olympics.

Presents the findings of a study comparing the isokinetic arm and leg strength of individuals with Down syndrome, with mental retardation and sedentary adults without disabilities. Teaching and coaching implications.

The article discusses key points in the U.S. National Longitudinal Transition Study (NLTS 2012) on the academic, social, and health backgrounds of and projections for secondary school youth. Results show that intellectual disability (ID) and emotional disturbance (ED) are linked to socioeconomic disadvantages and study at lower-performing schools, and that ID and multiple disabilities are linked to health and communication problems. Also noted is the likelihood of trouble for youth with ED.

The article reports that the Lions Clubs International Foundation will invest 7.8 million dollars to sponsor the 2014 Special Olympics.

The article focuses on Vincent Martella, an actor who costars in the television show "Everybody Hates Chris", is a Special Olympics National Youth Ambassador, participated in the 2006 National Youth Summit which was held at the 2006 Special Olympics USA National Games in Ames, Iowa, and turned down a television role in which he would have had to say the word retarded because he thinks the word is hurtful and disrespectful to people with intellectual disabilities. A discussion of Martella's views on films, including "My Brother" which have increased awareness about people with disabilities, is presented.

The article commemorates the life and works of Eunice Kennedy Shriver, founder and honorary chairman of the Special Olympics International (SOI) program in the U.S. It states that Shriver is an icon symbolizing sports for individuals with intellectual disabilities and states that she organized the program to illustrate that handicapped people are capable of achieving remarkable achievements in sports, education and employment. It notes how the program progressed globally through Shiver's effort.