# data[].attributes.body
•Speak slower and face the person (maintain eye contact)
•Use visual materials or handouts •Learn sign language or have oral/sign interpreter
•Attend training/courses to know their developmental concerns

# data[].attributes.body
context related:
-Accessibility: there may be hazards on their way to site.

-Labeling and language: knowledge of the correct term to call the impaired.

-Administrative support: is there enough funds, volunteers?

Person-related
-Knowledge: do they know there are such activities, how will they find out?
-Self-efficacy & motivation: do they think they are capable of learning a new skill?
-Perceived value: they think staying at home doing their own things is better.
-Perceived risks: scared of trying new things.
-Entrenched patterns of inactivity: since they are already coping well doing nothing why should they start PA? When they can't see it is so hard for them.

# data[].attributes.body
•Use peer tutors
•Manual guidance
•Verbal instruction by instructor or another student
•Make the activity achievable within their limits (adapted or simplified)

# data[].attributes.body
Context
-Accessibility: there may be misunderstandings (directions etc) on their way to site. / may not be accessible for water sports due to their device.

-Labeling and language: calling the kids the right terms.
-Perceived professional competency: should train staff / volunteers in sign language etc.

-Administrative support: is there enough funds to support programs for the impaired?

Person-related
-Knowledge: how will they figure out about this program?
-Self-efficacy & motivation: they might have some motivation as they can see how to take part in a PA.
-Perceived value: Might not see any benefit in taking part.
-Perceived risks: May think PA is only for the able people, "might be too dangerous for us"
-Entrenched patterns of inactivity: may not have partake in PA in forever or never tried because of lack of knowledge / others.

# data[].attributes.body
1. Cognitive
- Limited ability to coordinate and organize elements into higher levels of abstraction
- Difficulty in verifying information
or make sense of surroundings

2. Affective
- Unable to observe and imitate people
- Lack of opportunities to read body language and assess the social surroundings
- Frustrated or lack of self-confidence

3. Motor

Possible delay in postural development, including trunk control, sitting, and standing

These children may be slow to walk, run, skip, reach, grasp and develop other FMS.

Unable to formulate accurate visual judgements in space

Difficult for them to imitate the exact movements

4. Physical -

May have less muscular and cardiovascular endurance, less muscular strength and more body fats

limited range of physical activities and lead to weight and health problems.

# data[].attributes.body
1. Cognitive
- Delays in the development of speech and language
- Vocabulary, language arts, sentence structure and idiomatic expressions are extremely difficult for a child affected by hearing loss to grasp.

2. Affective
-  Children who are deaf often tend to feel uncomfortable when drawing attention to their hearing problem.
- Drives them to mainly keep to themselves and prefer to not take part in activities.
- Drop in self-esteem and confidence

3. Motor
- Loss in balance is likely if the semicircular canals of the inner ears are damaged
- Delay in development of FMS

4. Physical

students tend to have heavier weights/higher BMI due to exclusion during physical education classes or activities.

In addition, this often lead to the students having a sedentary lifestyle which might impede their development of motor skills as well.

# data[].attributes.body
- Visual Impairment  | Umbrella term encompassing total blindness and partial sight
- Partial Sight | Can read print through use of large print or magnification
- Blind | Unable to read large print even with magnification
- Legal Blindness  | Acuity of 20/200 or less in the better eye with best possible correction or a field of 20degree or less diameter in the better eye
- Travel vision | Able to see at 5-10 ft (1.5-3m) what the normal eye can see at 200 ft (60m) (5/200 to 10/200)
- Light perception | Able to distinguish a strong light at a distance of 3ft (1m) from the eye but unable to detect a hand movement at 3ft (1m) from the eye (<3/200)
- Total blindness | Unable to recognise a strong light shining directly into the eyes

# data[].attributes.body
Cochlear implants

It is a small electronic device that electrically stimulates the cochlear nerve (nerve for hearing)

It picks up sounds with a microphone. It then processes the sound and transmits it to the internal part of the implant.

Frequency Modulated Systems (FM system)

Worn by the teacher and the hearing impaired student.

It picks up voice of the teacher and transmits the speech signals directly to the student’s ear

Although expensive, these systems are often available to students and families for use in the school setting as rental

Braille

A shorthand for tactile reading

Dots in a cell are raised on paper to indicate letters, numbers, punctuation, and other signs

Auditory aids built into environment

Audible balls emit beeping sounds for easy location

Beep baseball – regular softball with battery-operated electronic beeping sound device

Goal ball with bells inside it.

Audible goal locators are motor-driven noisemakers

Indicate position of backboards in bowling, targets in archery

Can also be used as boundaries to identify dangerous objects in the environment

# data[].attributes.body
-Basic Yoga: clear instructions from instructors
- Goalball
- Soundball
- Blindsoccer

# data[].attributes.body
- Hopscotch: Trains child to change movement pattern quickly (coordination)
- Moving on unstable platforms (wooden beams/logs): Trains child's balance and core strength
- Group games such as football, netball, cricket: Trains children to hit, kick, or throw a ball, work with friends and also helps with balance

# data[].attributes.headline
Goalball devised as an active court game for the visually impaired

# data[].attributes.subject
Goalball devised as an active court game for the visually impaired

# data[].attributes.body
1. Conductive hearing impairment
- The passage of sound may be blocked due to blockages or damaged anatomical structures in the outer ear, ear canal or middle ear.
- Caused by tumour, otitis media or head injuries etc.

2. Sensorineural hearing loss
- dysfunction of cochlea, the nerve that transmits the impulses from the cochlea to the hearing centre in the brain or damage in the brain.
- Caused by accidents, inner ear tumour or childhood infections

3. Mixed hearing loss
- Combination of conductive hearing impairment and sensorineural hearing loss