Didactics of Motor Activity in Sensory and Intellectual Disability
DOI:
https://doi.org/10.7346/-fei-XX-03-22_48Keywords:
Didactics, Sensory disability, Intellectual disability, Adapted activityAbstract
The purpose of this work is to propose a working suggestion for all professional, that, within the school, meet people with sensory and intellectual disabilities on a daily basis. First, the characteristics of the different disabilities are illustrated, then the adapted activities are described. Activities adapted are, by definition inclusive, promote optimal living conditions and a good system of relationships. Through sport, in fact, people with disabilities could feel part of the community and its network of relationships. Nowadays everyone can practice sports, having the opportunity to try their hand in various disciplines. Sport is an important educational tool that, through targeted actions, becomes fundamental for emancipation and growth. This work was born out of the need to help children with intellectual and sensory disabilities in everyday life, through motor activity, setting as objectives the improvement of motor skills, attention, concentration, and of the basic motor schemes, the psychic, intellectual and sensory conditions, the strengthening of relationships with others, in particular with peers, the development of self-discovery and confidence in one’s own abilities and autonomy in daily activities.
References
Arrigoni, C. (2010). Paralimpici. Lo sport per disabili: storie, discipline, personaggi. Hoelpi.
Altavilla, G., Tafuri, D., & Raiola, G. (2014). Some aspects on teaching and learning by physical activity. Sport Science, 7(1), 7–9.
Bolognini E., & Giotto M. (2016). Una bambina “senza parole”: La LIS come alternativa comunicativa in un caso di disprassia verbale. In C. Branchini, & A. Cardinaletti (Eds.), La lingua dei segni nelle disabilità communicative (pp. 152–167). Milano: FrancoAngeli.
Booth, T., & Ainscow, M. (2008). L’Index per l’inclusione: Promuovere l’apprendimento e la partecipazione nella scuola (It. Trans. E. Valtellina; F. Dovigo & D. Ianes, Eds.). Trento: Erickson. (Original work published 2002) Retrieved September 30, 2022, from https://www.eenet.org.uk/resources/docs/Index%20Italian.pdf
Broglia Guiggi, A. (2012). Strumenti aziendali e leve strategiche per la promozione delle attività sportive a servizio della disabilità. Torino: Giappichelli.
Canevaro, A. (2010). Competenze professionali e sociali nella costruzione di processi e percorsi inclusivi. L’integrazione scolastica e sociale, 9(4), 2. Retrieved September 30, 2022, from https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/abstract/?article=217
Canevaro, A. (2010). Le competenze non vivono sole…. Education Sciences & Society, 1(1), 159–174. Retrieved September 30, 2022, from https://issuu.com/armandoeditoreprofilo/docs/education_gennaio_giugno2010/1
Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia Pacific Journal of Health, Sport and Physical Education, 2(2), 51–66. https://doi.org/10.1080/18377122.2011.9730351
Cottini, L., & Rosati, L. (2008). Per una didattica speciale di qualità. Perugia: Morlacchi.
Daniels, M. (2001). Dancing with Words: Signing for Hearing Children’s Literacy. Westport, CT: Bergin & Garvey.
D’Alonzo, L. (2012). Come fare per gestire la classe nella pratica educativa. Firenze: Giunti Scuola.
De Anna, L. (2005). Progettare e promuovere Attività Motorie e Sportive Integrate nella formazione di persone con disabilità. L’integrazione scolastica e sociale, 4(1), 39–45.
De Lange, C. (2012). Bambini con bisogni comunicativi complessi, Costruire libri e storie con la CAA. Trento: Erikson.
Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310. https://doi.org/10.3233/prm-2010-0141
Dubar, C. (2004). La socializzazione: come si costruisce l’identità sociale. Bologna: Il Mulino.
Ferretti, E. (2016). Educazione in gioco. Giochi tradizionali, sport e valori educativi alla luce di una nuova scienza: la prasseologia motoria. Bellinzona: Casagrande.
Fonzo, E. (2021). Alle origini delle Paralimpiadi: I “Giochi internazionali per paraplegici” di Roma 1960. ICSR Mediterranean Knowledge Working Papers Series, 6(1), 7–36. Retreived September 30, 2022, from https://www.mediterraneanknowledge.org/publications/index.php/wps/article/view/199
Ghedin, L. (2010). Ben-essere disabili: Un approccio positivo all’inclusione. Napoli: Liguori.
Gomez Paloma, F., Raiola G., & Tafuri D., (2015). La corporeità come potenzialità cognitiva per l’inclusione. L’integrazione scolastica e sociale, 14(2), 158–169. https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/abstract/?article=1109
Higgs, C., Way, R., Harber, V., Jurbala, P., & Balyi, I. (2019). Long-Term Development in Sport and Physical Activity 3.0. Sport for Life. Retrieved September 30, 2022, from https://sportforlife.ca/wp-content/uploads/2019/06/Long-Term-Development-in-Sport-and-Physical-Activity-3.0.pdf
Ianes, D. (2006). La speciale normalità. In D. Ianes (Ed.), La speciale normalità: Strategie di integrazione e inclusione per le disabilita e i Bisogni Educativi Speciali (pp. 11–19). Trento: Erickson.
International Paralympic Committee. (2022a). Paralympic Sport A-Z: Goalball. Official Website of the Paralympic Movement. International Paralympic Committee. Retrieved September 30, 2022, from https://www.paralympic.org/goalball
International Paralympic Committee. (2022b). Paralympic Sport A-Z: Sitting volleyball. Official Website of the Paralympic Movement. International Paralympic Committee. Retrieved September 30, 2022, from https://www.paralympic.org/video/paralympic-sport-z-sitting-volleyball
Iovino, V. (2019). L’empatia nelle scienze sociali: Una risorsa per una società in costante evoluzione [dissertation]. Dipartimento di Scienze Politiche, LUISS.
Jayanti, M. K., Srivatsa, S. K., & Ramesh T. (2007). Learning Object and e-Learning System: a Research Review. Information Technology Journal, 6, 1114–1119. https://dx.doi.org/10.3923/itj.2007.1114.1119
Kourkoutas, E., Toth, A. N., & Vitalaki, E. (2015). Limits and Perspectives for the Promotion of the Inclusive Culture and Paradigm within School Context: Theoretical Considerations and Empirical Findings from Greece and Hungary. Electronic Journal for Inclusive Education, 3(3), 5. Retrieved September 30, 2022, from https://corescholar.libraries.wright.edu/ejie/vol3/iss3/5/
Michelini, L. (2008). Handicap e sport. Roma: SEU.
Michelson, D. J., Shevell, M. I., Sherr, E. H., Moeschler, J. B., Gropman, A. L., & Ashwal, S. (2011). Evidence report: Genetic and metabolic testing on children with global developmental delay: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Practice Committee of the Child Neurology Society. Neurology, 77(17), 1629–1635. https://doi.org/10.1212/WNL.0b013e3182345896
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: a research review. Journal of speech, language, and hearing research : JSLHR, 49(2), 248–264. https://doi.org/10.1044/1092-4388(2006/021)
MIUR. (2015). Decreto Ministeriale 30 ottobre 2015 n. 855: Rideterminazione dei macrosettori e dei settori concorsuali: Allegato B. Gazzetta Ufficiale, 2015(271). Retrieved September 30, 2022, from http://attiministeriali.miur.it/anno-2015/ottobre/dm-30102015.aspx
Parlebas, P. (1999). Giochi e sport: Corpo, comunicazione e creatività ludica. Torino: Il Capitello. (Original work published 1997)
Raiola G. (2015). Inclusion in sport dance and self-perception. Sport Sci, 8(1), 99–102.
Raiola G., & Tafuri D. (2015a). Pilot work on training for quantitative aspects of performance. Sport Science, 8(2), 91–94. Retrieved September 30, 2022, from https://web.archive.org/web/20191104202709/http://www.sposci.com/PDFS/BR0802/SVEE/04%20CL%2016%20GR.pdf
Raiola, G., & Tafuri, D. (2015b). Assessment and periodization in amateur soccer team. Sport Sci, 8(S2), 26–29. Retrieved September 30, 2022, from https://web.archive.org/web/20191104204801/http://www.sposci.com/PDFS/BR08S2/SVEE/04%20CL%2003%20GR.pdf
Raiola, G., Tafuri, D., & Lipoma, M. (2016). Teaching method indication for education and training of sport skills. Mediterranean Journal of Social Sciences, 7(2(S1)), 421–424. http://dx.doi.org/10.5901/mjss.2016.v7n2s1p421
Raiola, G., Tafuri, D., & Paloma, G. (2014). Physical activity and sport skills and its relation to mind theory on motor control. Sport Sci, 7(1), 52–56. Retrieved September 30, 2022, from https://web.archive.org/web/20200709145035/https://www.sposci.com/PDFS/BR0701/SVEE/04%20CL%2010%20GR.pdf
Raiola, G., Tafuri, D., Paloma, G. F., & Lipoma M. (2015). Case study on mental health and physical activity. Sport Science, 8(2), 95–98. Retrieved September 30, 2022, from https://web.archive.org/web/20191104202715/http://www.sposci.com/PDFS/BR0802/SVEE/04%20CL%2017%20GR.pdf
Selis, A., & Stocchino, G. (2006). Quali prospettive per l’inclusione dei bambini con disabilità nella pratica sportiva di base?. L’integrazione scolastica e sociale, 5(2), 193–197.
Sulkes, S. B. (2022). Panoramica sui disturbi dell'apprendimento. In Manuale MSD: Versione per professionisti. Rahway (NJ): Merck & Co. Retrieved September 30, 2022, from https://www.msdmanuals.com/it-it/professionale/pediatria/disturbi-dell-apprendimento-e-dello-sviluppo/panoramica-sui-disturbi-dell-apprendimento
Villalba, A., Gonzalez Rivera, M. D., Diaz Pulido, B. (2017). Obstacles Perceived by Physical Education Teachers Integrating ICT. Turkish Online Journal of Educational Technology - TOJET, 16(1) 83–92. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ1124906
Winnick, J. P. (2000). Adapted Physical Education and Sport. Human Kinetics.
Zappaterra, T. (2008). Disability Culture, Inclusion and Paralympic Movement in Italy. In G. D. Alexanyants (Ed.), On the way to the XXII Olympic and XI Paralympic Winter Games. Proceedings of All-Russia Scientific-Practical Conference with International Participation. Krasnodar: Ksupest.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mattia Caterina Maietta, Francesco Tafuri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
