MOD 8: Sensory functioning

Question 1

define visual impairments

Answer 1

• an impairment in vision that affects an individuals performance
• umbrella term emcompassing total blindness and partial sight
• can be partial sight or blindness, sensitivity to light/glare, blindspots, issues w contrast, and certain colors
• affects kids fewer than any other disability
• up to 5 yrs old, 75% of learning is visual

Question 2

which disability impacts kids the least

Answer 2

visual impairments

Question 3

what are the 6 classifications of visual impairments (PBLTLT)

Answer 3

Partial sight: can read, only thru large print and magnification

Blind: cant read print even with magnification

Legal blindness: acuity of 20/200 or less in better eye with best possible correction(person can see at 20 feet what normal vision can see at 200 ft)

Travel vision: acuity of 5/200-10/200

Light perception: can distinguish strong light at 3 feet

Total blindness: cant recognize strong light shining directly into eyes

Question 4

how much of canadian print materials are accessible (large print, braille, audio)?

Answer 4

only 7%

Question 5

what are the 2 causes of vision loss

Answer 5

Congenital: before/at birth
- albinism, retinopathy of prematurity(abnormal blood vessels grow in the retina of premature babies)

Adventitious: in childhood or later on
- cataracts(a cloudy area in the lens of your eye) , retinitis pigmentosa(makes cells in the retina break down slowly over time, causing vision loss), GLAUCOMA(vision loss and blindness causes by damage to optic nerve)

Question 6

what is galucoma? what should ind with this avoid in PA

Answer 6

vision loss and blindness caused by damage to optic nerve

• sensitivity to light and glare
• avoid isometrics, swimming, inverted body positions, and bright lighting

Question 7

what is hard of hearing vs deaf

Answer 7

hard of hearing is mild to profound hearing loss, but the primary methof of communication is still spoken language

Deaf(oral deaf): no functional hearing, depends more on visual communication

Question 8

what is Deaf culture?

Answer 8

an actual culture that has their own set of beliefs, values, art, history
- sign language
- conflicts with ‘medicalization of deafness’ that thinks being deaf is an issue that needs to be fixed
- social model of disabilty thinks deafness itself is not the issue, the env is the issue for not being accessible

Question 9

what are the 3 types of hearing loss? (depends on which part of ear is damaged)

Answer 9

Conductive: outer/middle ear not working properly/damaged: semicircular canals

Sensory-neural: inner ear: cochlea, auditory nerve (permenant )

Mixed: conductice and sensory neural loss

Question 10

what are the classifications of hearing impairments?

Answer 10

hard of hearing: slight, mild, profound hearing loss: have difficulties understanding faint, normal, lound speech

hard of hearing/deaf: severe sensory neural loss. difficulty understanding shouted spech

Deaf : profound hearing loss, use sign language, have difficulty understanding any speech

Question 11

what are barriers to PA for ind w visual impairments

Answer 11

• challenges navigating unfamilar spaces, identifying hazards, or using equipment that relies on visual cues
• can use talking pedometer to assess and track fitness

Question 12

what are barriers to PA for ind w hearing impairments

Answer 12

difficulty hearing instructions, alerts

Question 13

How can we adapt PA for individuals with sensory impairments?

Answer 13

1. Use system of least prompts: start with least instrusive prompr to most intrusive to allow automomy (start with visual, verbal , demos, physical assistance/guidance, tactile modelling, then more auditory and enhanced visual cues )
   - feedback: instead of saying hold like this, say, hold 3 inches above shoulder
2. allow exploration of equipment
3. have braille/ large print instructions, number stations
4. clutter free env
5. hand rails
6. for visual impairments AVOID high impact/jumping and water activities like swimming

Question 14

Phoenix et al reading: PA Among Older Adults W Sight Loss

What are barriers(DOTHIS) and facilitators(START) that older adults w acquired sight loss face in partiipating in PA? how is that different for congenital ?(EPS)

Answer 14

Barriers : DO THIS:

D - Disabling Environment
(Inaccessible equipment, poor lighting, inconsistent signage, lack of staff training, physical hazards)

O - Organizational Challenges
(Inconsistent availability of activities due to funding cuts and lack of volunteers)

T - Transportation
(Difficulty accessing facilities or programs)

H - Health-Related Limitations
(Managing chronic illnesses reducing capacity for PA)

I - Information Gaps
(Lack of information about programming)

S - Safety, Confidence, Fear
(Fear of injury, lack of confidence in abilities, or perceived safety concerns)

Facilitators: START

S - Supportive Environment
(Accessible facilities, well-trained staff, and willingness to assist)

T - Transportation
(Reliable access to facilities or programs)

A - Available and Reliable Opportunities
(Consistent and varied programs tailored to individuals’ needs, such as those visually impaired)

R - Relationships and Social Support
(Encouragement and assistance from friends, family, or peers)

T - Therapeutic Mindset
(The belief in exercise as medicine, motivating individuals to stay active)

E - Experience and Adaptation

Congenital: More accustomed to navigating visual challenges and confident in adapting.
Acquired: Struggle with sudden changes and have difficulty maintaining independence and mobility.
P - Perception of Barriers

Congenital: Already have coping mechanisms in place.
Acquired: Face challenges adapting to new barriers in the environment.
S - Social Support Needs

difference bwt congenital and acquired: EPS (experience, perception, social support needs)

E - Experience and Adaptation

Congenital: More accustomed to navigating visual challenges and confident in adapting.
Acquired: Struggle with sudden changes and have difficulty maintaining independence and mobility.

P - Perception of Barriers

Congenital: Already have coping mechanisms in place.
Acquired: Face challenges adapting to new barriers in the environment.

S - Social Support Needs

Congenital: Rely less on new support networks due to lifelong accommodations and familiarity with tools and systems.
Acquired: May require more extensive new support systems to adjust.

Question 15

what is neurodiversity

Answer 15

concept that brain differences among ppl are natural, part of diversity, and NOT deficits

• neurodivergent ppl just process info than peers
  includes: IDs, autism, tourettes, down syndrome, fetal alcohol sybdrome, prader wili syndroms

Question 16

what are the 4 stages of piagets cognitive development ?

Answer 16

0-2 yrs: SENSORIMOTOR, practice play individually

2-7: PREOPERATIONAL, symbolic play, parallel play

7-11: CONCRETE OPERATIONS, games w rules, larger group play

11-adult: FORMAL OPERATIONS

Question 17

what is the 2 criteria for establishing that someone has an intellectual disability?

Answer 17

1. having a significant limitation in cognitive functioning: IQ less than 70-75
2. having a significant limitaion in 2 or more adaptive skills: conceptual, social, practical skills `

Question 18

Down syndrome: what are the characteristics, and how does that impact PA

Answer 18

Down syndrome :
- extra chromosome 21 leads to cognitive and physical characteristics
- visual AND hearing impairments
- congenital heart defects, hole btw ventricle and atrium: chronotropic incomptenece: LOW max HR, cant do high impact PA
- dementia
hypothyroidism
epilepsy
- atlantoaxial instability: laxity in ligaments in 1st and 2nd cervical, forceful front of back movements may injure spinal cord, inc risk of dislocation

• delays in milestone achievements: motor(sitting walking crawling), language, social (smile, use spoon, control bowel ind dress)

FOR PA:
- no forceful high impact movement due to atlantoaxial instability and chronotropic incompetence(low max hr)

Question 19

what is the most prevelent known cause of ID?

Answer 19

disabilities due to pregnant drinking (FETAL ALCOHOL SYNDROME)
- reuslts in ID, cog, behavioural disorders

Question 20

Prader wili syndrome: what are the characteristics?

Answer 20

random, some genetic link
- INTELLECTUAL DISABILITY, short stature, uncrontrollable apetite, speech delay, hypertonia(loose floppy), hyperphagia(overeating)–> obesity

Question 21

AUTISM:
what kind of disorder?
- what are the characterisitcs?
spectrum?

Answer 21

neurodevelopmental disorder: deficits in social interaction and communication

• stimming
• sensory processing differences:
  hypersensitive(low threshold): low tolerance for touch, light, sound

hyposensitive(high threshold): high tolerance for sensory input, ex. non responsive to name being called.

Spectrum: mild –> severe
mild: difficulties in social situations(social cues)
severe: cognitive impairments, non spoken communication

Question 22

what are some abelist terms and discourses in autism research, and what can we use instead?

Answer 22

High vs low functioning—> varying support needs

deficits/symptoms–> characteristics/traits

non verbal–> non speaking

Question 23

what are 3 barriers to PA for individuals with autism (PSS)

Answer 23

1. Poor social skills–> difficulty w peer interaction
2. Self stimulating behaviours(stimming)–> distraction to others and self
3. Sensory processing impairments–> challenges w attention, motor planning, self regulation, and motivation

Question 24

describe how autistic people communicate

Answer 24

• little to no functional language
• repetitive/ rigid language
• narrow interests, exceptional abilities
• symbolic language (pics)
• overly prompting–> frusturation and agression(DO NOT OVERLY PROMPT AUTISTICS!)

Question 25

what are the communication aids autistic ppl like to use or prefer, so integrate this into PA

Answer 25

- PECS( picture exchange communication system - computer tech sign language

Question 26

what are the barriers to PA for ppl with Down syndrome and what are some fitness testing considerations?

Answer 26

- low max HR -atlantoaxial instability, inc risk for spinal cord compression and injury so dont to high impact or inverted activities - joint laxity and hypotonia - task understanding - sprains, hernia, dislocations - motivation - social support, policy barriers - interpersonal barriers - avoid hyperflexion exercises (yoga) Fitness testing alternatives: - vo2 peak alternatives - gradual increase to test capacity - privite sessions positivr reinforncements - test individual capacity to do test, difficulties w task understanding task, motivation - attention deficits

Question 27

What are PA recs for Intellctual disability

Answer 27

- activity stations, set individual pace - focus on strengthietning muscles around joints - peer-peer intstruction, cross age tutoring community based(real world) instruction - for DS: avoid hyperflexion

Question 28

what are PA recs for autism

Answer 28

- concrete and multisensory experiences - demos, physical prompting, modelling, verbal - short, action focused cues(walk, run) - Ecological Task Analysis: dynamic system approach to examine the stability and change of a performer's movement form as a result of dynamic interactions between the performer, environment and task - breakdown skills into sequential tasks - move from familar--> unfamiliar - consistency and predictability, routine, visual schedule - make aware of transitions to dec anxiety - offer choices( sense of control, self expression) - reward for completing task( token system)

Question 29

LLOYD ET AL READING: Special olympic partipants less likely to be diagnosed with depression What is the depression hazard rate for SO participants vs non participants? Why does participation in SO reduce depression risk?

Answer 29

- SO participants had a 49% risk reduction of depression vs non partcipants - participating has a protective effect against depression due to social and PA env provided by program why SO partiicpation reduces depression risk: 1. social connectedness 2. psychological benefits (endorphins make u feel good) 3. supportive structure and routine 4. variability in sport

Question 30

ZHAO ET AL READING: BELONGING THRU SPORT PARTICIPATION FOR YOUNG ADULTS W ID AND DEVELOPMENTAL DISABILITIES: What are the 4 central processes of belonging? (renwicks belonging framework) How do they relate to sport participation for ppl with intellectual disabilities?

Answer 30

4 Central Processes of Belonging: 1. Engaging in social relationships: - building relationghsips w teammates, coaches(meaningful) - interpersonal relationships foster inclusion and well being 2. finding a good fit: - navigate social norms and expectations while feeling accepted in a group - pride in achieving tasks independently, like riding bike 3. Negotiating meaningful roles: - roles w purpose: helping new members, increases self esteem 4. interacting w similar people: - connect w ppl who share similar experiences/ characteristics - teammates understanding each other challenges--> reduced feelings of isolation

Question 31

BOUTTEMA BEUTEL ET AL READING: Avoiding Ableist language: Define ableism. what are some practical reccommendations for using language to respect autistic community

Answer 31

Ableism: system of beliefs and practices that devalue and discriminate against people with disabilities - stems from societal norms that imply disabled ned to be fixed and are inferior - manifests thru language, attitudes, policies, and practices that marginalize disabled ppl and limit their participation in society Reccomendations: 1. avoid patronizing terms: replace special interests w focused interests 2. Use identity first lanuage: autistic person=pride in identity 3. avoid deficit framing language: replace "at risk for autism" with "increased linlihood for autism" 4. specify needs and characteristics : avoid high and low functioning, instead describe specific support needs or strengths 5. shift perspectives: focus on societal changes rather than [ortraying them as needing to conform to non autistic norms

Question 32

JACHYRA ET AL READING: PA participation among adolescents w Autism Spectrum disorder what are their experiences in PE classes? what are strategies to support quality participation experiences in PE classes for autistic students?

Answer 32

experiences in PE class: 1. bullying and exclusion 2. feelings of aleination 3. reluctance to participate strageties: 1. foster belonging 2. reduce emphasis on competition(mastery) 3. individualized support(preferences)(autonomy) familieies impact PA particip, active fams, inactive fams are less engaged in PA, prioritizing other activities over pa

Question 33

what is quality sport, what do good programs have? 3 things good programs, good places, good people

Answer 33

good programs are developmentally appropriate(participant centeres, progressive and challenging, well designed ) good places have safe and inclusive programs good people deliver well run programs all this leads to individual excellence and optimal health

Question 34

what are the 3 key personal factors that influence individuals to compete in sport? QDL

Answer 34

1. Quality environments -training, coaching 2. Development -progress based on development, not age 3. Life course approach: - injuries

Question 35

What are the 3 key organizational factors to compete in sport? AAC

Answer 35

1. Awareness and first involvement - finding programs - quality experience in first involvement(building blocks) 2. Appropriate specialization - congenital vs acquired disability - program opportunities 3. Competition - cost, access

Question 36

what are the 5 key system factors for compettiion in sport

Answer 36

1. colaborations - private sector organizations vs collaborative approach - funding, recruitment pool 2. system alignment - consistency in language, resources 3. safe and welcoming 4. diversification 5. evidence based

Question 37

which disability is special olympics for

Answer 37

intellectual( down syndrome, prader willi , fetal ahcolol )

Question 38

which disability is invictus games for

Answer 38

injured, wounded, sick soldiers

Question 39

which disabilities are paralympics for

Answer 39

all impairments! elegibility by impairment: physical visual, hearing, intellectual

Question 40

HIGGS ET AL READING: non accidental champions- long term development for all what is the purpose of the 2 pre stages for individuals w disabilities? compare and contrast LTAD framework for disabled vs not disabled on basis of age, individualized goals, and opportunities. what are the unique challenges of the LTAD framework for ppl w mobility, sensory, and cognitive impairments?

Answer 40

To address barriers: Awareness stage: inform about PA opportunities available to them (esp for acquired disabilties who have no prior exposure to adapted sports) First contact stage: provide positive and welcoming intro to sports for disabled, ensuring their initial exposure is supportive, inclusive, and adpated to their needs, which increases their liklihood of sutained participation 7 main staged of ltd: activestart, fundamentals, learn to train, train to train, train to compete, train to win, active4life comparing LTAD framework: Age: - not disabled: chronological age stages( active start 0-6, train to win 19+ - disabled: developmental stages based on individual readiness and circumstances rather than age Individualized goals: not disabled: focus is on performance and progression towards peak competition disabled: goals more personalized, focus on physical literacy, social inclusion, and health benfits, with flexibility for pursuing high performance Opportunities: not disabled: broader access to sports infrastructure and programs at all stages disabled: face systemic challenges like fewer adapted programs, lack of awareness, or limited recourses - MAKING 2 PRE stages of awareness and first contact and involvement NECCESARY challenges for : mobility: diff accessing spaces, transportation sensory: limited communication methods (visual or auditory) Cognitive: slower skill acquisition and variability in understanding rules and instructions - simplify, repeat, consistent encouragement

Question 41

OROURKE ET AL READING: Incorporating inclusive sports in schools: exploration of unified sport experiences define social inclusion. how does unified sport fit this definition? describe unified sports for ID vs more specialized(traditional) sports

Answer 41

social inclusion: fostering envs where all inds regardless of abilties feel sense of belonging, acceptance, and value within group sports: merging systems that traditionally seperate inds w IDs and integrating them into common activities. sports offer platform for social interaction, teammwork, and skill development, bridging gap between dis and not dis Unified sports: ppl w IDS and without ID play on same team: promote inclusion, reduce stigma, equal participation Specialized sports: teams exclusively ID - tailored opp for skill dev and competition in adapted envs - no interaction w non disabled pers

Question 42

What are the 2 stages of program development and implementation?

Answer 42

**1. PREPARATION STAGE** - ensure access to program -establish supportive networks - promote positive environments **Recruitment** - targeted messaging: posters in high traffic areas and online(rehab centers, subway stations - use appropriate language for target audience(no ableist language): like no less sitting more moving, or chairs are killers if theyre in a wheelchair - networking champions : community members w success stories: paralympians, repected physios **Registration and Screening** - registration forms and pre screening (PAR Q form) in multiple formats- braille, large print, proxy forms - check for medical clearance, exceptionalities(phone calls bc some might not add due to fear of marginalization , call and build rapport) **2. PLANNING AND IMPLEMENTATION STAGE** - implement Universal design principles (Every family studies pretty things like science ) Equitable, Flexibility in Use:, Simple & Intuitive Use, Perceptible Information: , Tolerance for Error, Low Physical Effort, Size & Space for Approach and Use) - the balancing act: make sure u balance the integrity of the activity with individual potential and participation(use TREE, building blocks, abilties based approach) How to evaluate program success? - adherence ananomys surveys

Question 43

LEO ET AL READING: examining percieved training and info needs of health and fitness practitioners abt disability and pa what is their current knowledge and training

Answer 43

- value PA but have lack of knowledge and training to deliver PA to disabled - less than half got specialized training, not many opportunities for rest - didnt feel like they have enough training to support

Question 44

SMITH ET AL READING: A CALL FOR INCLUSIVE MESSAGES - what are examples of abelism in promoting and messaging of PA - recs to avoid ablesism in promoting PA

Answer 44

- chairs are killers, sit less move more, stand up, - assumes everyone can comply, disregards wheelchair users, chronic pain, where sitting is neccesary recs: avoid prescriptive messages: instead say " be active ur way, or move in a way that feels good for u - collaborate w disabled to co create messaging - focus on flexibility: any movement counts - educational efforts: for health profs abt ablesism

Question 45

what are the 6 categories of risky play does it fit for disabled

Answer 45

gazelles hop, ducks dive, rabbits dissapear 1. great heights 2. high speeds 3. dangerous tools(branches) 4. dangerous elements (weather slipper ice ) 5. rough and tumble 6. dissapear/get lost - doesn consider non physical aspects of risky play

Question 46

what is active play: does it consider disabled

Answer 46

form of GROSS motor or total body movement where kids exert energy freely in unstructured manner - play vs sports (rules, structured) - doesnt consider; can be non physical w/o gross motor movement

Question 47

benefits of outdoor risky play

Answer 47

promote AUTONOMY and Self responsibility and reduce social isolation

Question 48

concussion and ID

Answer 48

signs and symptoms can overlap w ID symptoms, esp testing methods like SCAT 5 , not appropriatewha

Question 49

whats rowans law

Answer 49

mandates sport orgs to review concussion recources, establish code of conduct, and return to sport protocols HIT STOP SIT

Question 50

what are the canadian guidelines for concussion in sport

Answer 50

1. 24-48 hrs supervised physical and cog rest 2. once asymptomiatic, light aerobic ex and consistene sleep sched 3. ind PA sport w no contact 4. full particip in no contact sports 5. gradual transition to full return