Construction of adapted physical education curriculum for children with intellectual disabilities using ICF
10.3969/j.issn.1006-9771.2022.06.006
- VernacularTitle:基于ICF构建智力残疾儿童适应性体育课程体系
- Author:
Yaru YANG
1
;
Chuanping HAO
2
Author Information
1. China Research Center on the Sports of Persons with Disability, Beijing Sport University, Beijing 100084, China
2. Special Education College, Beijing Union University, Beijing 100075, China
- Publication Type:Journal Article
- Keywords:
International Classification of Functioning, Disability and Health;
children;
intellectual disability;
adapted physical education;
curriculum system
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(6):659-669
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveIn implementation of International Classification of Functioning, Disability and Health (ICF) and reference to the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), a functioning-oriented adapted physical education curriculum system was developed for the development of children's core qualities in physical education and sport of children with intellectual disabilities. MethodsInternational Classification of Diseases (ICD-11) and ICF were used to systematically analyze the motor function, activity and participation of children with intellectual disabilities. Based on the ICF bio-psycho-social model of functioning, disability and health and the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), and with reference to the American Adapted Physical Education National Standards (3rd Edition) (APENS-3), a functioning-oriented adapted physical education curriculum system was constructed, which was suitable for the development of motor functioning and motor competence of children with intellectual disabilities. ResultsChildren with intellectual disabilities might experience slow development of basic movements, poor fitness level, low motor competence, and insufficient motor motivation. The goals of adapted physical education curriculum were mainly to promote the development of children's core quality in physical education and sport, i.e., motor competence, health behaviors, and physical moral attributes, and to master motor skills and develop motor competence, including motor competence development goals, movement development goals, physical activity participation goals, health goals, adaptation and empowerment goals. The content of adapted physical education curriculum included physical fitness activities, motor skill activities and sport related activities. The implementation process of adapted physical education program covered materials development, and adapted physical education program teaching advices. The education program was evaluated in terms of the development of motor competence, motor development, participation in physical activities, the development of healthy behaviors, and the adaptation to the natural and social environment, using a holistic and multidimensional evaluation approach to comprehensively evaluate the motor development and the mastery of building of children's core qualities in physical education and sport. Accessible environments and assistive technology should also be considerated in the development of adapted physical education programs. ConclusionBased on the bio-psycho-social health model of ICF, the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), and APENS-3, the theoretical framework for the development of adapted physical education curriculum for children with intellectual disabilities was developed, and a functioning-oriented adapted physical education curriculum system was established, which emphasized the development of children's core qualities in physical education and sport, i.e., motor ability, healthy behavior, and physical moral values.
