Analysis of Functioning and Design of Individualized Rehabilitation Protocol for Children with Learning Disability Using ICF
10.3969/j.issn.1006-9771.2021.12.003
- VernacularTitle:基于ICF构建学习障碍儿童功能分析与运动康复方案研究
- Author:
Bao-yi YANG
1
;
Jing-yuan JIANG
1
;
Qi DAI
1
;
Guo-xiang WANG
1
;
Zhuo-ying QIU
2
;
Geng CAI
1
;
Hui-zhen SUN
3
;
Jian YANG
2
;
Shao-pu WANG
2
;
Ting ZHU
4
;
An-qiao LI
2
;
Chuan-ping HAO
2
;
Meng ZHANG
1
;
Sheng ZHOU
1
;
Xiu-qi TANG
2
;
Jing LIU
2
Author Information
1. School of Physical Education and Sport Sciences/Research Center of Sport and Exercise Rehabilitation, Soochow University, Suzhou, Jiangsu 215021, China
2. China Academy of ICF, Weifang, Shandong 261000, China
3. The People's Hospital of Suzhou New District, Suzhou, Jiangsu 215129, China
4. WHO-FIC Collaborating Center in China, Beijing 100068, China
- Publication Type:Research Article
- Keywords:
International Classification of Functioning, Disability and Health;
learning disability;
exercise rehabilitation
- From:
Chinese Journal of Rehabilitation Theory and Practice
2021;27(12):1384-1392
- CountryChina
- Language:Chinese
-
Abstract:
Objective To analyze the overall functioning of children with learning disabilities, and develop individualized exercise rehabilitation protocol using International Classification of Functioning, Disability and Health (ICF). Methods Based on the theoretical framework of ICF and the disease diagnosis of International Classification of Diseases (ICD-11), and with the perspective of child development, the functional profiles of cognition, understanding, attention, thinking, motor, and activity and participation of children with learning disabilities were analyzed. A function-oriented and individulized exercise rehabilitation protocol for children with learning disabilities was constructed in light of ICF bio-psycho-social health paradignm and the theory of somatic and mental interaction. Results The functional performance of children with learning disabilities mainly demonstrated in mental dysfunction in physical functioning in the activities and participation limitations, such as learning and applying knowledge, general tasks and demands, and communication. For the environment factors, products and technology for education, products and technology for culture, recreation and sports, and services, systems and policies could also affect children with learning disabilities. Physical activity was beneficial for children with learning disabilities to improve mental and motor functioning and to effectively enhance intellectual, cognitive, attentional, communication, and mobility skills for the overall development of the children. Physical activity for children with learning disabilities was selected according to WHO guidelines for physical activity and sedentary behavior for children, and moderate to vigorous physical activity for at least 60 minutes, as well as high-intensity training no less than three times a week, together with appropriate physical games and leisure physical activities could effectively improve learning outcomes and reduce learning disabilities. Conclusion The health condition, functioning and motor development of children with learning disability had been analyzed using ICD-11 and ICF, and with the theories of somatic and metal interaction and ICF bio-psycho-social model, the holistic and function-oriented exercise rehabilitation program was developed that recommended at least 60 minutes of moderate intensity physical activity, including aerobic exercise and physical games, per day, and at least three times a week of high intensity physical activity of no less than 30 minutes, including plyometrics and physical competition. The development of individualized function-based exercise rehabilitation programs incorporating the learning disability and motor function characteristics of children could effectively improve the cognitive, attentional, and thinking functions of children with learning disabilities, reduce learning disabilities, and promote the overall development of children.
