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definition of corrective physical education ppt
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definition of corrective physical education ppt

The Role of Corrective Physical Education in Schools With Implications for Teacher Education

Introduction

The first goal in education for democracy is the full, rounded, and continuing development of the person . For many years education in this country emphasized the intellectual development of the individual, and neglected other phases of his personality. In accordance with more modern psychology, however, the concept of the whole personality is accepted, and education is directed toward both the intellectual needs and development of the individual, and toward his social, emotional, physical, and psychological needs and development.
Many educators have long been aware of the manifold contributions of physical education to the physical well-being and total development of the child. Physical well-being is impossible without some activity, since it is the result of the healthful functioning of the entire organism interacting with the physical and social environment. In physical education classes, where there is individual and group participation in selected activities, influence is exerted on the growth and development, social adjustment, emotional stability and self-realization of each participating individual. In the physical well-being and the total development of the handicapped child, participation in physical activities plays just as important a role as in the development of the normal child. The importance of physical education to this total development has been recognized, mention frequently having been made in histories of physical education concerning the use of exercises and physical activities for remedial purposes. This phase of physical education has had many different titles, such as Medical, Remedial and Individual Gymnastics, Therapeutic Exercise, Corrective Physical Education and, more recently, Reconditioning, and Physical Education and Recreation for Rehabilitation.
During World War II, much emphasis and added impetus were given to reconditioning and rehabilitation by the hospital programs of the armed services. It was found that by the adaptation and modification of physical activities to individual needs and conditions, most of the handicapped men were able to participate, thus facilitating their reconditioning or total rehabilitation. The medical rehabilitation services of the United States Army were composed of physical therapy, occupational therapy and audiology; these divisions cooperated in the total rehabilitation of the patient from the time he entered the hospital until he had gained the fullest recovery possible.

Observation and study of this conservation of human resources has resulted in recognition by educators of the need for increased emphasis on the rehabilitation of the handicapped child. Ideally, democratic educators recognize that any child who has been out of school for any length of time is assisted in his rehabilitation, or total development, socially, physically, and intellectually, by Corrective Physical Education . Although complete rehabilitation is dependent upon the interaction and integration of the individual with many other factors, his participation in physical activities with his peers greatly assists the handicapped individual in finding his place in society.
To develop a program of this type in schools, a specialist is needed who has an understanding of physical handicaps and their limiting effects on the individual; who is able to work closely with members of the medical profession; and who has a thorough background in specialized knowledges of physical education; or, in other words, one who is a corrective physical educator .

At the present time there are few teachers education institutions which prepare specialists in corrective physical education. To be an expert in this area, a five year program, which is equivalent to a master s degree, is currently required; but at the end of that time, many students, feeling incapable of assisting with the rehabilitation of the handicapped child, spend another year studying physical therapy to become better acquainted with the terminology used by the medical profession. Physical therapy, as a phase of physical medicine, includes highly professional courses which have little relationship to education, and which are inapplicable to a school situation. It would seem feasible, therefore, that for students desirous of specializing in corrective physical education, a program should be devised on the graduate level, offering selected courses from both the educational and medical curricula.

Need for the Study

In order to formulate such a program, there is need to attempt the clarification of the meaning and scope of corrective physical education, both for medical personnel and educators. There is need also, to develop a basis for better understanding by school administrators of the part corrective physical education plays in total development of the handicapped child. Due to the broadened concept of rehabilitation and its relationship to the handicapped child, there is need for more teachers and specialists in corrective physical education, with more thorough training for these specialists.

Purpose of the Study

Due to the lack of unity in terminology, one of the purposes of this study is to attempt to clarify the meaning of corrective physical education and rehabilitation.The second purpose is to analyze the educative role corrective physical education plays in the total development of handicapped children.

The third purpose is to formulate guides for the development of competent specialists in this area.

Limitations

Due to the necessity of limiting the scope of this project, any reference to the handicapped child shall refer only to the crippled or orthopedically handicapped child. Recommendations are directed toward those graduate institutions which are preparing corrective physical education specialists for schools and colleges.

Method of Procedure

The initial step in this study was an attempt to clarify the meaning of the term corrective physical education. The use of corrective physical education was traced through the histories of physical education, and then its role in modern times was examined. Once the meaning of the term was clarified, an investigation was made to discover the part played by corrective physical education in the total development of the handicapped child, both as a part of education and as a part of rehabilitation. The educational objectives of our democracy were examined to ascertain the responsibilities of education to all children, in relation to their total development. No objectives were found which excluded the handicapped child from these educational benefits, so the focus was then placed on both the past and the present education of the physically handicapped child. It was observed that corrective physical education plays an active part, both in the education and in the rehabilitation of these children.

Because of the varied responsibilities of a specialist in this area, he must possess many competencies over and above those of regular teachers. To determine the specific competencies needed and the courses which would help him acquire them, studies were made of curriculums from numerous colleges which offer degrees in related areas; interviews were held with doctors of physical medicine, school doctors, specialists in corrective physical education and rehabilitation, as well as with students preparing for both of these areas. From information from all of these sources, available literature and personal experience, the study finally culminated into suggestions for courses which would assist prospective corrective physical education specialists in becoming more proficient in their work with handicapped children.
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