Promoting Positive Energy and Confidence in Children with Disability

written by Alexander Gilroy, University of Florida

An educator's primary goal is to teach children how to become functional members of the world (1). Educators have struggled for years to find the most effective ways to accomplish this, not only among children with disability but with able-bodied children as well.

Currently, professionals advise using a system in which students with disability are not separated from able-bodied students during learning, or any other type of class activity. Integration allows opportunity for children, who have limitations, to interact with able-bodied children so that they develop socially (1). Additionally, physical therapy may play a critical role in a child's ability to participate in many interactive class experiences.

For instance, aquatic therapy (a physical therapy involving the execution of certain exercises while in the water) allows for children with cerebral palsy (CP) to acquire new movements that translate into improved mobility skills, and also of great importance - confidence (2). With improved self-confidence, a child with CP is better equipped to participate in activities with classmates. However, some children with disabilities may struggle to develop good self-esteem, because they have not yet learned how to evaluate and process the emotions that follow when disabilities are 'acquired' and are not there from birth (3).

Fortunately, one of the Developmental Objectives of Physical Education is to deal with the emotions, and there are various methods to help in mastering one's emotions. The mindset of a child with disability can be effected in many different ways, but there are many forms of treatments and therapies to help these children to grow strong, both physically and psychologically, growing up environmentally integrated along side their able-bodied peers.

As previously mentioned, it is essential to include children with limited abilities in PE classes with students of full ability, so that social 'give and take' is learned and developed between all students. Participation in physical education, such as team sports, provides an ideal environment for children with disabilities to create friendships, demonstrate creativity, improve physical health, and to learn about themselves (4). Children with physical limitations, who participate in Special Olympics, have been shown to have a substantially higher self-esteem, physical capability, and acceptance by fellow students.

Too often children are limited by the fear of parents and pediatricians who claim that physical exertion is too risky and dangerous for them (4). As a result these children suffer from lowered degrees of fitness, and higher rates of obesity. Restrictions imposed by parents and others help to induce a very unhealthy lifestyles as these children grow into adulthood.

Children with disabilities should first be assessed by physicians, parents, and coaches to evaluate a child's physical abilities. Performance will correlate with the severity of the child's disability. Sometimes children with limitations may play a sport at an equal level to students without limitations, but often accommodations must be made in order for them to partake in the activity.

For instance, along with inhalers and any other asthma medication, children with asthma may need necessary adjustments to be made when participating in aerobic exertion. Children with Down syndrome should also play sports that they enjoy, and contact sports should be modified so that these children do not experience harmful impacts (4). With a few simple modifications to a sport, a child with differing abilities can gain positive attitudes and benefit from engaging in aerobic exercise with peers.

At times a child may require more than just a few modifications in order to play a sport with the rest of the class. The child may need additional work to gain ability to play with friends and peers. This may be accomplished through physical therapy. Physical therapists treat people with injuries, orthopedic disabilities, genetic disorders, birth defects, acute trauma, and other particular disabilities (5).

Physical therapy uses specialized equipment and exercise to relieve pain, and to help patients regain or maintain physical ability. In Figure 1, a physical therapist is seen assisting a child to paint, while the child sits on a fitness ball to strengthen core muscles for mobility and balance (7). After an adequate amount of therapy, the child may be able to partake in physical activity with her classmates. Figure 1 also shows the child wearing plastic braces around her feet and calves. This is known as ankle-foot orthosis, and the braces are worn daily to support and stabilize the ankle (8). Ankle-foot orthosis serves as one example of special equipment in physical therapy to improve a child's posture and movement.

Figure 1 A physical therapist assists a patient.⁶
Physical therapy greatly impacts a patient's ability to recover from an injury or disability. Therapy also allows children to acquire self-confidence and to continue persuing goals. Often children start physical therapy with bitter and negative attitudes. This can also be seen in adults because of initial beliefs that an injury greatly limits what they can do and achieve (9). In therapy, the physical therapist and those close to the child, reassure the child that recovery will happen with time and eventually he'll be able to resume involvement in his favorite physical activities.

Patients in therapy are encouraged by therapists and family members, and are also inspired by fellow patients (9). Children in physical therapy are motivated by fellow children who have disabilities, and due to them 'sharing' similar situations they may gain a camaraderie that may increase their rate of recovery, or the likelihood that they complete their exercises during treatment. Physical therapy offers multiple techniques to improve a person's mobility, and it also helps build and develop the child's self-esteem.

Although physical therapy contributes much to emotionally support a child as they undergo treatment, some children may still struggle to cope with the knowledge that they are different from their peers. A child with an acquired (happened after birth) disability may be struggling to acclimate to a different lifestyle, and this can cause emotional instability (10). This struggle can impede the child's progress in physical therapy, as well as performance in school and other areas of his life. Therefore, more intense measures must be taken, and one of the most accepted ways to stabilize a child emotionally is through family counseling.

Family counseling is known to strongly benefit children and families challenged with problems or obstacles that initially seem insurmountable (10). Family counseling achieves this through providing a neutral environment for family members to share their thoughts and feelings to each other. In the particular case of families who have a child with disability, the presence of the counselor allows the child to express his feelings about his limitations (10). Subsequently, the parents' understanding of how the child feels increases, and parents can better help the child cope. This is accomplished as the therapist establishes the environment for family members to share and be heard, and for viable solutions to be proposed. Family counseling not only allows children to increase self-confidence, but increases the child's ability to effectively communicate personal feelings to loved ones.

Children with disability are one of the most resilient types of people there are, and this is emphasized in their courage for dealing with hard challenges. As they work to learn in the classroom, these children struggle to fit in, play sports, and interact with fellow students. These children know they are different from their classmates, and it is often difficult for them to maintain their confidence and have a positive attitude as they go about their day in school. Fortunately, people have dedicated years to researching children (with disability) in a classroom setting, and dedicated years to investigating different methods of learning and teaching to discover the most conducive ways to offer equal opportunity for all students.

In summary

Programs, such as the Special Olympics, and volunteer services like Camp Boggy Creek, have provided opportunity for children to gain confidence, and to prosper and grow into successful people through companionship and environments of positive energy. Although these programs help many children with disabilities to become strong physically and psychologically, some children may require additional forms of help before becoming able to physically compete in competition.

Physical therapy is one specific way to develop mobility, and is also a way to rebuild positive self-image. This is seen not only in children with disability, but with able-bodied individuals (such as athletes) who may also gain confidence through physical therapy. Even though physical therapy provides people with the necessary care to recover physically and mentally, some people may need guidance in handling the emotional stress involved in dealing with disability. This problem can often be remedied through family counseling where the challenged person and his family meet with a professional to learn ways to better cope. Counseling helps the person to process that his life is not as drastically changed as he may initially perceive, and that participation in many of the same activities are still possible.

Counseling can also help family members to better understand and communicate with the child, so that needs of the child can be met. These options for achieving physical and psychological well-being are just a few methods that trainers, therapists, and counselors take to assist someone into having a healthy lifestyle. As more research is conducted in regard to improving the lifestyles of people with disability, better treatment techniques will result and people will recover more aggressively from all kinds of limitations.

references

Biography: Alexander Gilroy is a senior at the University of Florida pursuing a degree in Neurobiological Sciences and is currently in the process of applying to medical school. Alexander conducts research utilizing rat models for human behavior and neural processes at the U of F's brain institute. He hopes to complete a senior thesis by the end of next spring.

Alexander grew up in Melbourne Beach Florida, and he spends his free time exercising, surfing, and reading. During his time at home he works as a scribe at the regional hospital, and spends time with friends and family when not studying. Alexander is the second of three brothers, and has recently learned that his older brother and sister-in-law are expecting a child in May. The whole family is very happy for them, and Alexander hopes to be home at the end of spring in time to be part of the introduction to their newest family member.

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