Physical activity, through exercise, play and sport, is of particular and vital importance for a child’s physical growth, motor development, mental, emotional and social well-being, as well as for cognitive and learning performance. However, children with disabilities, who suffer from motor, cognitive, behavioral, or even sensory disorders, encounter many barriers regarding their inclusion and full participation in physical, recreational and sports activities.
To whom we address:
- Medical Doctors
- Occupational Therapists
- Speech Therapists
- School Nurses
- Physical Education Teachers/Coaches
- Special Physical Education Teachers
- Social Workers
- Other professionals dealing with special education
The purpose of the Educational Program is to provide participants with the knowledge and practical skills needed to:
- recognize the limitations that lead to or result from the lack of physical exercise and activity
- assess the motor skills of the child with disability
- design and recommend individualized and appropriate physical activity programs for participation in game, recreation, and sports
Objectives of Educational Program for participants is to:
- be informed and aware of the value of the participation of children with disabilities in physical, recreational and sports activities
- acquire the necessary theoretical and practical training in the recognition and assessment not only of the basic clinical characteristics presented by children with motor, developmental and cognitive-perceptual problems, but also of the special pathological-problematic conditions that affect and make it difficult the participation in activities, in order to be able to indicate a safe and properly adapted activity in terms of the type (of the game, the sport), the equipment, the technical characteristics and the time parameters, with the ultimate aim of maximizing the participation, optimizing the performance and injury prevention.
- gain knowledge to find and recognize appropriate means and information to be provided in the family and school environment to remove barriers to the participation of children with disabilities in physical, recreational and sports activities
- develop the appropriate knowledge needed to support health, school and community organizations in providing opportunities for physical activity to children with disabilities.
MODULE 1 Children with Disabilities and Participation in Activities:
- Basic Concepts and Characteristics
Learning objectives: Understanding terms and concepts related to disability, activity and participation.
- ICF–CY Model: International Classification of Functioning, Disability and Health of Children and Youth
Learning objectives: Understanding and learning the role and importance of the ICF-CY model in the assessment of children with disabilities.
- Cerebral Palsy: Clinical Picture and Basic Characteristics
Learning objectives: Recognizing the clinical picture and the main symptoms of cerebral palsy that disturb the physical activity of the sufferers.
- Autism Spectrum Disorders: Clinical Picture and Basic Characteristics
Learning objectives: Recognizing of the clinical picture and the main symptoms of ASD which disturb the physical activity of the sufferers.
- Neurogenetic Diseases: Clinical Picture and Basic Characteristics
Learning objectives: Learning the most common neurogenetic diseases and recognizing the clinical picture and their main symptoms that disturb the physical activity of the sufferers.
- Chromosomal Syndromes: Clinical Picture and Basic Characteristics
Learning objectives: Learning the most common chromosomal syndromes and recognizing the clinical picture and their main symptoms that disturb the physical activity of the sufferers.
- Children with vision impairments: Clinical Picture and Basic Characteristics
Learning objectives: Recognition of the clinical picture and the main characteristics of blindness that disrupt the physical activity of the sufferers.
- Sensory Processing Disorder
Learning objectives: Recognizing the clinical picture and key features of sensory processing disorders that affect movement.
- Specific Medical Conditions that Make it Difficult to Participate in Activities: What they are and How they Affect Children with Disabilities
Learning objectives: Recognizing the problematic conditions that affect and make it difficult for sufferers to participate in physical, sports and recreational activities (eg, reduced flexibility with joint contractures, seizures, hearing/vision loss, cardiopulmonary disease, pressure ulcers, atlantoaxial instability, autonomic dyreflexia).
MODULE 2 Children with disabilities and participation in activities: benefits, barriers, facilitators, guidelines
- Benefits, barriers and facilitators of participation in activities
Learning objectives: Knowledge and understanding of (a) the role and benefits of physical activity in the physical development and social development of the child with disabilities, (b) the barriers that prevent physical activity, as well as (c) the facilitating factors of participation in activities.
- Guidelines for children’s activity on a 24-hour basis
Learning objectives: Knowledge and understanding of the 24-hour movement/activity guidelines for children.
- Adapted Sports and Physical Activities For Children With Disabilities
Learning objectivesKnowledge and recognition of adapted sports and physical activities (wheelchair sports, adapted cycling, adapted swimming, sports for people with visual or hearing impairments, horse riding). Knowledge and recognition of special community organizations and programs that can contribute to the physical activity of the disabled child (eg, Special Olympics Hellasadapted swimming, equestrian or other sports groups).
MODULE 3 Children with disabilities and participation in activities: pre-participation assessment – re-assessment
- Obtain Medical History
Learning objectives: Learn to take a medical history through the completion of a special form for children with disabilities, based on pre-participation medical history forms for people with disabilities in sports activities and Special Olympics from American medical associations, including the physical activity vital sign tool.
- Application of Bio-Pedagogical Approaches to the Evaluation Physical Literacy
Learning objectives: Techniques for adapting physical literacy assessment tools to the educational needs of children with developmental/learning disabilities.
- Musculoskeletal Examination
Learning objectives: Learn to apply the Pediatric Gait, Arms, Legs and Spine (pGALS) assessment tool, taking into account relevant information and evidence (eg, atlantoaxial instability, torticollis, reduced flexibility (often with contractures, weakness and muscle strength imbalance, wrist, elbow and shoulder extensor tendinitis [subacromial impingement syndrome] in wheelchair athletes, pelvic dysfunction secondary to lower extremity prosthetic device causing unequal leg lengths) from the pre-participation physical examination and medical history forms.
- Neurological Examination
Learning objectives: Ability to control and recognize neurological signs (tremor, hyperreflexia, spasticity, ataxia, muscle weakness, visuomotor coordination disorder, deficient motor control, poor coordination and balance, sensory dysfunction, atlantoaxial instability, peripheral neuropathies), taking into account relevant information and evidence from the pre-participation physical examination and medical history forms.
- Assessment of Fundamental Motor Skills
Learning objectives: Learning to administer the Test of Gross Motor Development – 2nd edition.
- Child Activity Checklists
Learning objectives: Knowledge and use of specific activity checklists to detect problems and promote participation in physical activities.
- Recording the Activity Preferences of the Child with a Disability
Learning objectives: Knowledge and use of a special questionnaire (Greek version of Preference for Activities of Children [PAC] to determine the child’s preferences in activities, which are one of the most important factors prediction of participation.
- Evaluation of the Degree of Participation of the Child with Disability in Physical, Recreational, Sports Activities
Learning objectives: Getting to know and using a special questionnaire (Greek version of the Children‘s Assessment of Participation and Enjoyment [CAPE]) to measure the degree of participation and the sense of fun of the child with disabilities.
MODULE 4 Children with Disabilities and Participation in Activities: Developing an Adapted Program of Physical, Recreational and Sports Activity
- Develop Adapted, Individualized and Safe Physical Activity Programs for Children with Disabilities
(a) Design of modified exercise protocols
(b) Application of specially adapted and protective equipment for effective, efficient and safe participation
- Muscle Strengthening, Physical Activity and Participation of Children with Physical Disabilities
Learning objectives: Familiarity with muscle-strengthening programs and physical activity programs, and the relationship of such programs to the participation of children with physical disabilities
- Adaptation for Participation: Adapted Physical Activity for Children with Disability, Included Use of Assistive Devices
Learning objectives: Knowledge and recognition of adapted sports and physical activities. Knowledge of an international contributor to research regarding participation for disabled children. Deeper knowledge about adapted physical activities for different kind of disabilities. How to address contraindications or barriers for participation. Application of specially adapted equipment for increased participation. How to avoid strain injuries when introducing new activities. Greater understanding of factors that affect physical activity and participation throughout life. Understanding of the benefits of interdisciplinary collaboration between agencies involved in disabled children’s everyday lives. Adaptations of surroundings and activity aids to promote increased level of skill and self-efficacy. How physical activity participation is best supported
The program has been prepared with the participation of scientists from Greece, while the participation of the distinguished Professor Peter Rosenbaum (Professor of Paediatrics CanChild Center for Childhood Disability Research, McMaster University), and the Physiotherapist Andreas Rindal (Physiotherapist of Beitostolen Health Sport Center) is also expected.
1st Training Seminar
2-4 December 2022
Evaluation and Promotion of the Participation of Children with Disabilities in Physical, Recreational and Sports Activities
FRIDAY, December 2nd 2022
Moderators: P. Koulouvaris – C. Tsolakis
09.00-09.45 Basic Concepts and Definitions Β. C. Skoutelis
10.00-10.45 Medical Conditions that Impede Participation in Activities: What They Are and How They Affect Children with Disabilities | E. Mitsiokapa
11.00-11.45 Cerebral Palsy: Clinical Picture and Basic Characteristics |A. Dinopoulos
12.00-12.45 ICF-CY Model: International Classification of Functioning, Disability and Health of Children and Youth | M. Papadopoulou
13.00-13.30 Lunch Break
13.30-14.15 Neurogenetic Diseases: Clinical Picture and Basic Characteristics |M. Spanou
14.30-15.15 Chromosomal Syndromes: Clinical Picture and Basic Characteristics | M. Giorgi
15.30-16.15 Sensory Processing Disorder |S. Vegou
16.30-17.15 Benefits, Barriers and Facilitators of Participation in Activities | R. Dimakopoulos
17.30-17.40 My favorite Words | Peter Rosenbaum
END DAY 1
SATURDAY, December 3rd, 2022
Moderators: P. Koulouvaris – C. Tsolakis
09.00-09.30 Obtain Medical History | P. Koulouvaris
09.35-10.20 Application of Bio-Pedagogical Approaches to the Evaluation Physical Literacy | A. Dania
10.25-10.50 Musculoskeletal Examination | E. Mitsiokapa
10.55-11.40 Neurological Examination | A. Dinopoulos
11.45-12.30 Adaptation for Participation: Adapted Physical Activity in Children with Disabilities, Included Use of Assistive Devices | A. Rindal
12.45-13.30 Assessment of Fundamental Motor Skills | E. Skordilis
13.40-14.25 Adapted Sports and Physical Activities for Children with Disabilities | Th. Besios
14.30-15.00 Lunch Break
END DAY 2
SUNDAY, December 4th 2022
09.00-09.45 Guidelines for Children’s Activity On a 24-Hour Basis | V. C. Skoutelis
10.00-10.45 Child Αctivity Checklists |V. C. Skoutelis
11.00-11.45 Recording the Activity Preferences of the Child with Disabilities | Th. Bania
12.00-12.45 Evaluation of the Degree of Participation of the Child with Disabilities in Physical, Recreational, Sports Activities | Th. Bania
13.00-13.45 Muscle Strengthening, Physical Activity and Participation of Children with Physical Disabilities | Th. Bania
14.00-14.30 Lunch Break
14.30-15.30 Develop Adapted, Individualized and Safe Physical Activity Programs for Children with Disabilities | A. Kampas
15.45-16.30 Children with Vision Problems: Clinical Picture and Basic Characteristics | Ch. Zotou
16.45-17.30 ΔAutism Spectrum Disorders: Clinical Picture and Basic Characteristics | N. Pervanidou
17.30-17.45 Closing Remarks
END DAY 3
END OF SEMINAR
Panayiotis J. Papagelopoulos |Professor & Chairman of the 1st Orthopaedic Surgery Clinic of Medical School of National Kapodistrian University of Athens | Attikon University General Hospital
Argirios Dinopoulos | Professor of Paediatric Neurology | Director of 3rd Paediatric Clinic, Medical School of National Kapodistrian University of Athens | Attikon University General Hospital
Panagiotis Koulouvaris | Assistant Professor | 1st Orthopaedic Surgery Clinic of Medical School of National Kapodistrian University of Athens | Attikon University General Hospital | Scientific Director of Sports Excellence
Charilaos Tsolakis | Professor of Physical Education and Sports Sciences | Director of Sports Excellence
Evanthia Mitsiokapa | Consultant Physiatrist | Department of Physical Medicine and Rehabilitation | “Sotiria” Athens General Hospital
Vasilios Ch. Skoutelis | Physiotherapist for Children| Attikon University General Hospital