8 F I S I O T E R A P I E M AAR T 1979 Fig. 2. H e lp e rs assist c h ild re n fro m V ista N o v a S chool w ith th e p re lim in a r y e x erc ises. A f t e r m o r e e x e r c i s e s a l o n g t h e s e l i n e s l e s s o n s p r o ­ c e e d n o r m a l l v . w i t h t h e c h i l d r e n l e a r n i n g lo c o n t r o l t h e i r p o n i e s a t a w a l k a n d t r ot . M o s t p u p i l s s t a r t w i t h t h r e e h e l p e r s — o n e l e a d i n g t h e p o n y a n d o n e o n e i t h e r s i d e o f t h e r i d e r b u t . a s a p h y s i o t h e r a p i s t in E n g l a n d c o m m e n t e d , " O n e s h o u l d j u d g e t h e s u c c e s s o f t h e g r o u p n o t b y t h e n u m b e r o f h e l p e r s o n e uses, b u t b \ t h e n u m b e r o n e c a n d o w i t h o u t ! " Ve r y f e w o f o u t p u p i l s n o w r e q u i r e m o r e t h a n o n e h e l p e r a n d m a n y c a n r i d e t h e i r p o n i e s a l o n e . A l t h o u g h a l w a y s c o n s c i o u s o f t h e n e e d lo h a v e e x p e r t p h y s i o t h e r a p y a d v i c e , w e n e v e r l o s e s i g h t o f t h e f act t h a t r i d i n g is r e c r e a t i o n l o r t h e s e c h i l d r e n a n d a l m o s t a l w a y s i n c l u d e m o d i f i e d g y m k h a n a g a m e s in t he l e s s ons . T h e c h i l d r e n o f t e n g o o n " o u t ” r i d e s a n d o n r a i n y d a y s w e try t o l e a c h t h e m h o w t o g r o o m a n d c a r e f o r t h e p o n i e s a n d t ack. T h e c h i l d r e n s ’ j oy a n d i n t e r e s t in r i d i n g is e v i d e n t in t h e i r s m i l i n g f a c e s a n d t h e e a g e r n e s s w i t h w h i c h t h e y a t t e n d e a c h s e s s i o n , a n d t h e b e n e f i t s c a n b e s u m m e d u p a s f o l l o w s : — (a) F u n a n d r e c r e a t i o n . ( b) A n o p p o r t u n i t y lo i m p r o v e b a l a n c e a n d c o ­ o r d i n a t i o n . s e l f - d i s c i p l i n e a n d i n d e p e n d e n c e , (c) E m o t i o n a l a n d p s y c h o l o g i c a l . (d) A s o c i a l m e e t i n g g r o u n d f o r c o m m u n i c a t i o n a n d p a r t i c i p a t i o n w i t h n o r m a l p e o p l e s h a r i n g a m u t u a l i n t e r e s t . (e) T h e o p p o r t u n i t y f o r c o n t a c t w i t h a l i v i n g c r e a t u r e — o n e o f t h e m o s t b e l o v e d b y all c h i l d r e n — t h e p o n y . Kij>. 3. A y o u n g diplej>ic d e m o n s tra te s h is skill. A n y o n e i n t e r e s t e d in f i n d i n g o u t m o r e a b o u t the A s s o c i a t i o n a n d its w o r k s h o u l d c o n t a c t : C a p e T o w n : S. A. R i d i n g f o r ( h e D i s a b l e d . P . O. Box 235. C ' o n s t a n l i a 7 8 4 8 : p h o n e : B e l i n d a S a m p s o n 02 I - 7 4 - 19 9 0 o r J o y F i n l a y 0 2 1 - 7 4 - 2 2 3 6 . D u r b a n : M a r i e D a w s o n a n d P a u l a P e l t z . S t o n y h u r s t R i d i n g S c h o o l . P. O. B o x 297. H a m m a r s d a l e 3700. K r u g e r s d o r p : Be t t v P r o u d f o o l . E l s p e t h R i c h a r d s o n or H e t t a M a l a n . W e s t R a n d S c h o o l f o r Ce r e b r a l P a l s i e d C h i l d r e n . P. O. B o x 792, K r u g e r s d o r p 1740, p h o n e 01 1-665- 1267. P o r t E liz a b e th : P o r t E l i z a b e t h R i d i n g f o r t h e D i s ­ a b l e d A s s o c i a t i o n . P. O. Bo x 15094. E m e r a l d Hill 6 011. O r g a n i s e r s : H e l e n S u n d e a n d A m b e r Ogden. K ef e ren c es 1. A n n u a l J o u r n a l o f t h e R i d i n g f o r t h e Di s a b l e d A s s o c i a t i o n ( 1952. 1975). 2. I r w i n - C a r r u t h e r s . S. H. . ( 1978) p e r s o n a l c o m m u m w c a t i o n . 3. P e a c o c k . G . F. a n d S a v e l i . S. Y. ( d a t e u n k n o wn ) , I n t r o d u c t i o n to R i d i n g f o r t h e D i s a b l e d As s o c i a t i o n . SKIING WITH CEREBRAL PALSIED CHILDREN EXPERIENCES IN SWITZERLAND H L S B F T H K O N G . M. D . * O nelei v in d in i;s m et ski v ir s e r e b r a id v e rh u n d e k in d e r s in S w i is e r la n d w o r d b e s k r y f. P r o b le m e w ar h in d e r s m et s p e s ijie k e x e b r e k e o n d e r v in d , w o r d b e k le n u o o n . a s o o k d ie o p lo s s in i’ s w a l aun d ie lip: g e k o rn b e !. O n ls p a n n in f: is d ie b e la n ^ r ik s le asftek e n v o r d e r in x en p r e s la s ie s w o r d a a n tie h a a !. * H e a d o f D e p a r t m e n t . U n i v e r s i t y C e n t e r f o r C e r e b r a l M o t o r D i s t u r b a n c e s , B e r n e . S w i t z e r l a n d . S p o r t h a s b e c o m e t h e m a i n r e c r e a t i o n a l a c t i v i t y of t he y o u t h of t o d a y . It is t h e r e f o r e p s y c h o l o g i c a l l y i m­ p o r t a n t t h a t t h e c e r e b r a l p a l s i e d c h i l d c a n a l s o take p a r t in s p o r t s a c t i v i t i e s . In S w i t z e r l a n d , s k i i n g is a n a t i o n a l s p o r t . Ea r l i e r c e r e b r a l p a l s i e d c h i l d r e n t r i e d to ski b u t g a v e up a g a i n b e c a u s e t h e y c o u l d n o t c o m p e t e w i t h ot her c h i l d r e n . C o u l d t h e y b e h e l p e d b y a s p e c i a l w a y of i n s t r u c t i o n ? F o r t u n a t e l y t h e S w i s s A s s o c i a t i o n f o r Sport R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) MARCH 1979 P H Y S I O T H E R A P Y 9 o f th e H a n d ic a p p e d g a v e t h e ir s u p p o r t to it. T h e first sk i-w e e k w a s h e ld in 1966. T w e lv e s c h o o l­ c h ild re n , f r o m 8 to 16 y e a rs o ld , w ith d iffe re n t s lig h t h a n d ic a p s , w e re selec te d . T h e y all h a d to b e a b le to w a lk fre e ly a n d e a s ily in s p ite o f a n a b n o r m a l m o v e ­ m e n t p a tt e r n ; to s ta n d o n o n e leg f o r a s h o r t tim e ; to g e t u p e a s ily f r o m th e flo o r a n d to c h a n g e f r o m o n e sid e -s ittin g p o s itio n to th e o th e r . N o r m a l in te lli­ g e n ce w as r e q u ir e d . (T h e s e c o n d itio n s h a v e re m a in e d th e sa m e e v e r since.) A s k i- in s tr u c to r w as in c h a rg e o f th e te c h n ic a l p ro g ra m m e , a ssiste d b y 4 n e u ro d e v e lo p - m e n ta lly tr a in e d (N D T ) th e r a p is ts w h o w e re a lso g o o d sk ie rs. A c c o m m o d a tio n w a s in a w o n d e rfu l o ld c h a le t in th e m o u n ta in s . A h o u s e -m o th e r (h e rs e lf a n e x ­ p e rie n c e d a n d e n th u s ia s tic le a d e r o f h a n d ic a p p e d sc o u ts), a c o o k a n d a v o lu n te e r c o m p le te d th e staff. T h e first h o u r s w ith th e c h ild re n o n sk is w e re r a th e r d is c o u ra g in g ; th e a b n o r m a l m o v e m e n ts b e c a m e m u c h m o re p ro n o u n c e d u n d e r th e stress. S o m e c h ild re n c o u ld h a r d ly m o v e o n skis. T h e y fe ll a ll th e tim e . S om e tfo u ld n o t g e t u p a lo n e . T h is m a d e u s r e a liz e t h a t th e I h i ld r e n n e e d e d to b e w ell p r e p a r e d b y d ry s k i-sc h o o l exercises. T h e r a p is ts a n d s k i- in s tr u c to r w o rk e d o u t a sc h e m e o f e x e rc is e s to o v e rc o m e th e d iffic u lties, such as d iffe re n t g ra d e s o f k n e e -b e n d in g in a d o w n h ill p o s i­ tio n , r o ta t io n m o v e m e n ts f r o m t r u n k a n d h ip s (“ tw ist m o v e m e n ts ”), g e ttin g u p f r o m th e flo o r w ith im a g in a ry skis o n th e fe et, w e ig h t-tra n s fe rs , a rm s a n d legs sw in g ­ ing etc. E v e r y m o rn in g s ta rte d w ith th e d ry sk i-sc h o o l, w ith m u s ic a n d sin g in g . A f te r b r e a k f a s t, th is w as fo llo w e d b y e x erc ises w ith sk is in th e sn o w , o n level g ro u n d , f o r in s ta n c e k n e e -b e n d in g , p a r a lle l stic k p la n tin g (to f a m il ia r iz e th e c h ild r e n w ith t h e ir stick s; h e m ip le g ic s h a d to b e u rg e d fro m th e b e g in n in g to use b o th stic k s o th e rw is e th e a s s o c ia te d re a c tio n s on th e h e m ip le g ic sid e in c re a s e d ), a lte rn a te sk i-s lid in g o n th e sp o t, sta y in g o n o n e leg, sw in g in g th e o th e r , ju m p in g w ith leg s p a ra lle l a n d liftin g p o s t e r io r ski- ends o n ly , e d g in g th e sk is to th e le ft a n d to th e rig h t (to p re v e n t s lip p in g o n u n e v e n g r o u n d a n d as im p o r ­ ta n t p r e p a r a tio n f o r s id e -s te p p in g a n d tra v e rs in g ), th e n w a lk in g o n sk is w ith a g o o d rh y th m a n d c h a n g in g d ire c tio n s . T ry in g to ski d o w n h ill, th e w ro n g m o v e m e n t p a tte rn s a g a in b e c a m e a c c e n tu a te d : T h e sp a stic d ip le g ics b lo c k e d th em se lv es im m e d ia te ly in sre m -p o sitio n (s tiff in w a rd r o ta tio n o f th e legs, c o rre s p o n d in g to th e ir w a lk in g p a tte rn ) o r, if th e y su c c e e d e d in k e e p in g th e ir skis p a ra lle l, th e y re ­ m a in e d in a stiff flex o r p o s itio n w ith no a b ility to a d a p t to th e te rra in . T h e h e m ip le g ic s, w e ig h t-b e a rin g o n th e ir n o n -h e m i- p le g ic side, c o u ld n o t h e lp b e in g tu r n e d to w a rd s th e ir h a n d ic a p p e d side. T h e a th e to id s h a d g r e a t diffic u lty in k e e p in g th e ir skis p a ra lle l, in u sin g th e e dges o f th e skis, a n d , in p a rtic u la r, th e in te rm itte n t e x te n s o r sp a sm s o f th e w h o le b o d y m a d e a d a p t a ti o n to th e te rra in v e ry d iffic u lt; th e y te n d e d to fa ll b a c k w a rd s on s h o u ld e rs a n d h e a d . O th e rs h a d th e te n d e n c y to fix th em se lv es in th e sfc m -p o sitio n , lik e th e spastics. T h e a ta xie s n e ed e d to c o n c e n tra te v e ry h a rd n o t to lose d ire c tio n ; th e y fix ed th em se lv es b ro a d -b a s e d a n d stiffly in fle x io n , a n d a c h a n g e o f d ire c tio n w as im possible. T h e s e o b s e rv a tio n s m a d e us d e c id e t h a t th e c h ild re n sh o u ld le a rn to ski w ith o u t ste m . O f c o u rs e th e y w e re th r ille d to s ta r t im m e d ia te ly to le a rn th e p a ra lle l te c h n iq u e , w h ic h th e y k n e w so w ell f r o m p ic tu r e s a n d m o v ie s, a n d th e y c o -o p e ra te d w ith g r e a t e n th u s ia s m . T h e sk i-le sso n s d id n o t d iffe r v e ry m u c h f r o m th e o n e s f o r n o n -h a n d ic a p p e d c h ild re n , e x c e p t t h a t e ach c h ild h a d to b e h e lp e d in d iv id u a lly to o v e rc o m e h is sp e c ia l d iffic u lties. A n d it is e s se n tia l t h a t th e r e a re a d e q u a te p e rio d s o f re s t b e tw e e n th e v a r io u s e x erc ises, b e c a u s e c e re b ra l p a ls ie d c h ild r e n g e t tir e d m o re q u ic k ly a n d th e n t h e ir p a tte rn s d e te r io r a te . T h e p ro g re s s io n in th e s k i-te c h n iq u e w a s: sk iin g d o w n h ill in a n a tu r a l lo o se p o s itio n , w ith a n d w ith o u t s tic k s, a t first w ith b r o a d b a se , th e n s k iin g d o w n h ill c o m b in e d w ith b a la n c e tra in in g (liftin g u p o n e ski r e p e a te d ly o r ju m p in g w ith th e p o s t e r io r s k i-e n d s o n ly ), th e n tra v ersin g th e fir s t c h ristia n ia to w a rd s th e slo p e o u t o f a traverse. T h e re s u lts a f te r o n ly o n e w e e k o f s k iin g w e re m o s t e n c o u ra g in g . A ll c h ild re n w e re a b le to ski d o w n a sm a ll slo p e a n d c lim b u p a g a in b y sid e -s te p p in g , a n d w h e n th e y fe ll, w e re a b le to g e t u p w ith o u t h e lp . S o m e o f th e m w e re p r o u d o f th e ir fir s t c hristianias. T h e h a p p y c o m m u n ity life o f t h e c a m p w a s a n e w e x p e rie n c e f o r m o s t o f th e c h ild re n . I t w as w o n d e rfu l to see h o w th e y g re w m o re lik e a f a m ily d u r in g th e w e ek . N o t o n ly d id th e y p la y g a m e s, sin g a n d la u g h to g e th e r, b u t th e y a lso u n d e r s to o d a n d h e lp e d e a c h o th e r m o r e a n d m o re . T h is first e x p e rie n c e in 1966 w a s m o s t e n c o u ra g in g . S in c e th e n , m o re th a n 60 sk i-w e e k s h a v e b e e n h e ld in d iffe re n t p a r ts o f th e c o u n try , g e n e ra lly 5 a y e a r, a b o u t 200 c h ild re n ta k in g p a r t e ac h w in te r . T h e re su lts a r e b e tte r th a n w e h a d e v e r h o p e d . T h e ris k o f a c c id e n ts is no h ig h e r t h a n w ith n o n - h a n d ic a p p e d c h ild re n . G o o d te a m -w o rk b e tw e e n N D T th e r a p is ts a n d ski- in s tru c to rs h a s p ro v e d e sse n tia l. T h e s k i- in s tr u c to r s h o u ld b e e x p e rie n c e d in te a c h in g c h ild re n . H e re q u ir e s to k n o w s o m e th in g o f th e a b n o r m a l m o v e m e n t p a tte rn s a n d h o w to in flu e n c e th e m , in o r d e r to a v o id a s k in g e ith e r to o m u c h o r to o l itt le fro m th e c h ild re n . T h e th e r a p is ts sh o u ld o r ie n ta t e h im to th e p ro b le m s o f th e in d iv id u a l c h ild re n . D r y sk i-sc h o o l a n d sk i-e x e rc is e s in th e sn o w a r e th e b rid g e b e tw e e n th e r a p y a n d sk iin g . W it h th e s e e x erc ises th e c h ild re n g e t th e fe e lin g , i.e. th e s e n s o r im o to r e x ­ p e rie n c e , o f th e b a s ic m o v e m e n ts o f sk iin g . A t th e sa m e tim e , th e y o b t a in w a rm in g -u p a n d lo o s e n in g o f th e m u sc le s a n d b e tte r m o b ility . T h e b e g in n e rs n e e d a lo t o f th e r a p e u ti c p r e p a r a tio n . E v e n in th e a d v a n c e d g r o u p c o n tin u a ti o n o f th is p r e p a r a tio n , th o u g h less in ­ te n s iv e , is still n e c e ssa ry , w ith m o re a d a p ta tio n to r h y th m a n d sp e e d . T h e c h ild re n n e e d to feel th e c o rre c t d o w n h ill a n d tra v erse p o s itio n so t h a t it c a n b e a u to m a tiz e d a n d in te g ra te d . I t is a lso i m p o r ta n t to in tr o d u c e g a m e s o f a ll s o rts in th e p r o g r a m m e o f in s tru c tio n , f o r in s ta n c e o b je c ts c a n b e p u t d o w n a n d ta k e n u p d u rin g sk i-ru n s , th e c h ild re n c a n ski th ro u g h g a te s f o r m e d b y stick s, th e r e c a n b e c o m p e titio n s o r re la y -ra c e s ; in o th e r w o rd s , th e c h il d ’s n a tu r a l n e e d f o r p la y m u s t b e ta k e n in to a c c o u n t. A s f a r as s k i-te c h n iq u e is c o n c e rn e d th e traverse h a s to b e ta u g h t a n d r e p e a te d m o re o f te n w ith c e re b ra l p a ls ie d c h ild re n as it is m o re d iffic u lt to g e t th e rig h t w e ig h t d is trib u tio n . F r o m g o o d traversing, sid e ­ s lip p in g a n d tu r n in g to w a rd s th e s lo p e c a n b e d e ­ v e lo p e d easily . T u r n s a re a lw a y s p r a c tis e d to w a rd s b o th sides, w h e th e r it is a u n ila te ra l o r b ila te ra l h a n d ic a p . F o r s e v e ra l y e a rs it w a s a p r o b le m to fin d a w a y to te a c h th e t u r n a w a y f r o m th e slo p e . I n t h e o r d in a r y s k i-te c h n iq u e , th is tu rn is p r im a r ily in itia te d b y s te m ­ m in g . B u t s te m m in g in c e re b ra l p a ls ie d c h ild re n lea d s to fix a tio n in a b n o rm a l m o v e m e n t p a tte rn s w ith r e ­ d u c tio n o f m o b ility . T h is w as so lv e d b y u sin g th e ste p turn, in traversing, b y p la n tin g th e stic k d o w n h ill a n d s im u lta n e o u s ly b e n d in g a n d tu r n in g th e legs, w ith w e ig h t tr a n s f e r f r o m th e in n e r to th e o u t e r ski. P ra c tis in g in th is w ay, th e c h ild re n o fte n d id a s te m christiania, a u to m a tic a lly w ith o u t g e ttin g fix ed in th e s te m p o sitio n . R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) 10 F I S I O T E R A P I E MAART 1979 T h e y do m a n y tra n s itio n a l tu rn s ra n g in g fro m th e s te m ch ristia n ia to th e s te p turn. O n ly la te r will th e y m a s te r p a ra lle l turns. A f te r 12 years w e h a v e fo u n d th a t m a n y o f th e slig h tly h a n d ic a p p e d c e re b ra l p a lsie d c h ild re n c a n e n jo y easy d o w n h ill ru n s. Q u ite a n u m b e r o f th e m a re a b le to m a s te r ru n s o f m e d iu m difficulty, ev en lo n g e r o nes a n d a few m a n a g e to ski in d e e p snow . T h e y c a n ski w ith th e ir fa m ily a n d w ith n o n -h a n d ic a p e d c o m p a n io n s T h e b e tte r o n e s a re h e lp e rs a t o u r ski-w eeks. O th e rs less g ifte d f o r d o w n h ill sk iin g , h a v e b e e n ta u g h t and e n jo y c ro s s -c o u n try sk iin g . T o a c h ie v e th is , m o re tr a in in g , w ill-p o w e r a n d en­ d u ra n c e is n e ed e d th a n in n o n -h a n d ic a p p e d c h ild ren b u t th e re su lts a re w e ll-w o rth w h ile f o r th o s e w h o take p le a s u re in skiing. SPORT AND THE CHILD WITH A LEARNING DISABILITY G . D . V A N D E R M E R W E , B .A ., B .E d., T .O .D . (Spec. E d .) D ie k in d m e t le e rg e stre m d h e id , u ite e n lo p e n d van aard, v in d d e e ln a m e aan sp o r t d ik w e ls m o e ilik . D it kan egter sy lew e n se rv a rin g verb ree d m ils dit b in n e sy p e rso o n s- m o o n tlik h e d e g e sk ie d . F in a lite it o o r die b e so n d e rh ed e van d e e ln a m e m o e t n o g b e re ik word. T h e c h ild is p re se n te d as a p h y s ic a l-m e n ta l-s p iritu a l w h o le to th e a d u lt re s p o n s ib le f o r h is e d u c a tio n . It is th e d u ty o f th e e d u c a to r, n a m e ly th e p a re n t, te a c h e r, th e r a p is t o r p sy c h o lo g is t to e d u c a te th e c h ild as w hole. T h e s c h o o l e d u ca te s th e ch ild by m ean s o f did ac tic m e th o d s ( tr a n s m ittin g k n o w le d g e), o r ie n ta tio n (e s ta b lis h ­ ing a c h o ic e re fe re n c e ) a n d s o c ia lis a tio n (social m o b ili ­ sa tio n ). T h u s th e c h ild is led to so c ial e m a n c ip a tio n d u rin g sc h o o lin g by c re a tin g o p p o r tu n itie s to e n la rg e h is e x p e rie n c e in a c o m p e titiv e e n v iro n m e n t; to d e v e lo p a so c ial c o n sc ie n c e le a d in g to se lfd is c o v e ry a n d fu lfil­ m e n t; a n d to m e e t th e o p p o s ite sex in a le a rn in g s itu a tio n . S o c ial m o b ility is a c h ie v e d th ro u g h fo rm a l te a c h in g in th e c la ss ro o m , e x tra -c u rric u la r activ ities a n d d e v e lo p ­ m e n t o f a c o m m u n ity s p ir it in w h ic h e x tr a - c u r r ic u la r a c tiv itie s p la y a p a rt. I t is p a r ti c u la r ly w ith e x tr a - c u r r ic u la r a c tiv itie s such a s e is te d d fo d s , d e b a tin g so c ieties o r s p o rt th a t th e c h ild w ith le a rn in g d is a b ility h a s d ifficulty in c o p in g . P a r tic ip a tio n in th ese e x tr a - c u r r ic u la r a c tiv itie s p r e ­ sen ts p ro b le m s a n d m a k e s d e m a n d s o n th e p e rso n c o n c e rn e d w ith th e e d u c a tio n o f su c h c h ild ren . T h e p ro b le m s itu a tio n is in te n sifie d b y th e d iv e rs ity o f le a rn in g d is a b ilitie s . S o m e p u p ils h a v e m u ltip le le a rn in g d is a b ilitie s , w h ic h c a n n o t b e a s c rib e d to a sin g le fa c to r. T h e p u p i l ’s le a rn in g d is a b ility m a y re su lt in : E m o tio n a l d istu rb a n c e s, ex p ressed in b e h a v io u ra l term s su c h as e m o tio n a l im m a tu rity , h y p e ra c tiv ity , pa ssiv ity , a sense o f in se c u rity a n d lac k o f p ro te c tio n , a fe elin g o f in fe rio rity , in fa n tility a n d re g re ssio n . M e n ta l a n d e m o tio n a l crip p lin g e x p re sse d as a lack o f th e fo llo w in g : in itia tiv e a n d d riv e ; sense o f d u ty ; p e rse v e ra n c e , w illp o w er a n d e n d u ra n c e ; re lia b ility a nd re sp o n sib ility ; e x p erien c e o f a u th o rity ; in d e p e n d e n c e a nd c o o p e ra tio n . S o c ia l im m o b ility as a re su lt o f a ggression o r b e ing w ith d ra w n ; b e in g u n c o n tro lle d o r p a ssiv e ; a la c k o f se lfco n fid en c e o r u n re a lis tic b ra v a d o ; c h ee k in e ss; se n si­ tiv ity ; d e stru c tiv e n e ss; ex ce ssiv e je a lo u s y ; a te n d e n c y to p ilfe rin g , tru a n c y a n d lying. I f th e a b o v e is a c c e p te d as g u id a n c e , th en th e fo llo w ­ ing a sp e c ts o f e d u c a tio n , as re g a rd s th e p a r tic ip a tio n in s p o rt b y th e c h ild w ith a le a rn in g d is a b ility , can * H e a d o f D e p a rtm e n t, W e s t R a n d S c h o o l f o r C e re b ra l P a lsied . b e h ig h lig h te d . Acccptance o f own body M a n e x p lo re s h is w o rld th ro u g h h is b o d y . H e m a n ip u la te s h is w o rld a n d , m o v es in it. O n e o f the id ea l g o a ls o f e d u c a tio n is th e a c q u is itio n o f definite s e lfk n o w le d g e b y th e c h ild . T h is can o n ly b e re a lise d if th e ch ild h a s d isc o v e re d h is s itu a tio n in h is w o rld as a w h o le . H o w e v e r, th e c h ild w ill o n ly b e a b le to d is c o v e r h im s e lf b y n o tin g w h a t h a p p e n s in h is w o rld a n d to h im . I t is th e ta s k o f th e e d u c a to r to g u id e a c h ild w ith le a rn in g d isa b ility , w h o is o fte n h a n d ic a p p e d in a p ­ p ro a c h in g h is w o rld , in such a w a y th a t h e d e velops a p o s itiv e se lfim a g e ; a c q u ire s his o w n id e n tity , lea d in g to a c c e p ta n c e o f h is o w n se x u a lity , m e n ta l a b ility and specific ta le n ts ; a rriv e s a t m o ra l ju d g e m e n t o n physical m a tte rs a n d c re a te s r e la tio n s h ip s w ith o th e rs in v a rio u s situ a tio n s . Development o f positive selfim age E s ta b lis h m e n t o f a p o s itiv e se lfim a g e im p lie s k n o w ­ led g e o f th e p e rip h e ra l c o m p o n e n ts o f h is p e rs o n a lity s tru c tu re , such as in te re s t, p o ss ib le so c ial q u a litie s a nd e m o tio n s. T h e c h ild is c a p a b le o f se lfd is ta n c in g , im ­ p ly in g t h a t he ju d g e s h is o w n b e h a v io u r, th a t h e has s e lfk n o w le d g e a n d k n o w s h is o w n d is a b ility a n d a b ility . Establishment o f moral values in relation to the p h y sic ^ W ith d u e re g a rd to th e d e v e lo p m e n t o f th e c h ild ’s m o ra l a w a re n e ss, h is p a r tic i p a ti o n in s p o rt m u s t be g u id e d to w a rd s a c c e p ta n c e o f v a lu e s su c h as a ltru ism , fa irn e s s , to le ra n c e , d is c ip lin e a n d h o n e sty . Creating interpersonal relationships A c q u a in ta n c e w ith th e w o rld o f h is fe llo w m e n d e­ p e n d s on his b e in g m a d e to feel a t h o m e in it. T h e c h ild ’s p a r tic ip a tio n in s p o r t w ill g iv e th e e d u c a to r th e o p p o r tu n ity to g u id e h im so th a t he le a rn s re­ s p o n s ib le fe llo w s h ip a n d a lso to c o m p e te w ith o th e r p u p ils w ithin m o ra l lim its; to a c c e p t a u th o r ity and o rd e r; to u tilise his s p a re tim e in a m e a n in g fu l and c re a tiv e m a n n e r; a n d to a c c e p t a p r o p e r g irl-b o y r e ­ la tio n s h ip . T h e a b o v e a re so m e f e a tu re s to b e ta k e n in to a c c o u n t w h e n th e e d u c a to r p la n s s p o r t f o r th e c h ild w ith le a rn in g d isa b ility . P a r t ic u la r a tte n tio n is n e c e ssa ry to a v o id a s itu a tio n w h e re th e c h ild ’s p a r tic i p a ti o n in s p o r t leads to d e v e lo p m e n t o f a n e g a tiv e se lfim a g e and to f r u s t r a ti o n e x p re sse d as a g g re ssio n , to u n c o n tro lle d b e h a v io u r a n d to la c k o f se lfconfidence. P a r tic ip a tio n R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. )