Лечебная физическая культура как средство реабилитации студентов с нарушениями зрения Реферат

Currently, it is considered to be conclusively proven that visual impairments affect persons with disabilities in general health. There is a link of visual impairments with colds, chronic and severe infectious diseases. Students with visual impairments more often than healthy ones feel the changes in the musculoskeletal system - poor posture, scoliosis, and flat feet. This is due to incorrect posture in reading and writing, as well as rapid exhaustion of the muscles of neck. Violation of posture, in turn, worsens the condition of internal organs and systems, especially the respiratory and cardiovascular. Thus, there is a direct and inverse relationship between the physical activity of the student, his health, on the one hand, and the development of visual impairments, on the other hand. 

Physical culture, outdoor games, sports should take an important role in the complex of measures for the prevention of visual impairments and its progression, since physical exercises contribute both to a general strengthening of the body and enhancing its functions, and to improving the performance of eye muscles, strengthening the sclera of the eye. A study of the effects of systematic cyclical exercise (running, swimming, skiing) of moderate intensity in combination with gymnastics for the eyes showed that people with moderate visual impairments not only increase their overall endurance, but also significantly improve their eyesight. Exercise favorably affects the organ of vision of students. With the help of special studies made by E. I. Livado (1974-1975), it was found that the decrease in the total physical activity of students with increased visual load can contribute to the development of myopia. Exercises of a general educational nature, used in combination with special exercises for the muscles of the eyes, have a positive effect on the function of the myopic eye. Classes with special exercises, can be performed independently at home, in nature, some of them can be included in the complex of gymnastics. It is necessary to follow the exercises that were chosen correctly: taking into account age, sex, health, physical shape, degree of visual impairment, and the state of the fundus [2, p. 54]. 

Visual impairments, including blindness, means an impairment in vision that, even with corrections, adversely affects a student’s educational performance. This term includes total blindness and partially sighted [6].

Students with visual impairments need access to differentiated, inclusive opportunities for physical education. Research of Aki, Turan, Kayihan, Jazi, Purrajabi, Movahedi, Jalali has demonstrated that significant improvements in motor activity and balance are possible for these students through training [1, p. 1331]. 

Visual impairment refers to a significant loss of vision, even though the person may wear corrective lenses. The nature and degree of visual impairment may vary significantly, so each student may require individual adaptations to instructional practices and materials in order to learn effectively. Visual impairment includes two main categories: blindness and low vision.

Legal Blindness – ranges from a visual acuity of 20/200 in the better eye after correction, to having no usable vision or a field of vision reduced to an angle of 20 degrees. Visual acuity of 20/200 means that the individual sees at 20 feet what is normally seen at 200 feet. A reduced field of vision means that the individual has tunnel vision with limited peripheral vision.

Blindness – ranges from being totally without sight to unreliable vision and primary reliance on other senses. A person with blindness usually uses braille as a reading and writing medium.

Low Vision – is reduced central acuity of 20/70 or less in the better eye after correction. Most students with visual impairments have low vision. These students should be encouraged to use their residual (remaining) vision, when appropriate, using the necessary optical aids and adaptations. Students who are described as blind may have some usable vision [4, p. 26].

Visual impairments are further classified as congenital or adventitious. 

Congenital refers to loss of vision present at birth. Some of the more common causes of congenital visual impairment are: prematurity; genetic diseases; prenatal and perinatal infections; and maternal substance abuse. 

Adventitious refers to loss of vision acquired after birth as a result of illness or accident. 

The age and level of development of the student before the onset of the visual impairment influences the student’s ability to acquire skills and concepts. Students with congenital blindness may have difficulty acquiring concepts, while students with adventitious blindness may retain sufficient visual memory to benefit from visual descriptions.

Although two students may be medically assessed as having the same diagnosis and visual acuity, they may each learn and function in different ways. 

A student’s vision may fluctuate or may be temporarily influenced by such factors as: the nature of the visual impairment; fatigue; glare; inappropriate lighting; medication; and general health.

Physical Education is important for the health and well being of people of all ages. It is enjoyable, builds self- confidence and improves ones health and fitness. Specific sports skills are developed in individual as well as team sports. Students experience a variety of lifetime and recreational activities. Students who are blind or visually impaired also need to experience physical activity. The visually impaired student with additional disabilities should experience a program designed to improve their fitness levels by participating in various games, activities and exercises. Some students may have developed poor circulation, limited lung capacity, poor muscle tone, poor posture, and a tendency to become overweight. A regular physical activity program will improve fitness and give the student confidence to move through space without instructions. It can also develop motor skills needed for daily living and mobility.

Lieberman, Haegele, Columna, and Conroy noted that teachers of visually impaired students can help with many aspects of physical education, since there are several components of the expanded core curriculum that can be learned through physical education [8]. 

When selecting teaching strategies and materials to be used in physical education classes, the teacher may ask: What is the most suitable surface type (brightness, color, contrast) for the visual needs of the student? At what distance is the student able to identify the approach of a moving ball? Is the lighting of the sports environment ideal for the student’s visual condition? Where (which side, distance, height) should the physical education teacher, paraeducator, or peer provide visual stimulation (visual demonstration or materials)? These are common questions among physical education teachers who have students with visual impairments included in their classes. The result of this collaboration may improve opportunities in physical education for students with visual impairments.

The concepts students need to learn that the physical education teacher has identified as abilities students need to learn. For example, if the upcoming unit is volleyball, the student will need to know how to recognize the six basic positions on the court; how to move right, left, and clockwise to rotate positions; and how to respond to directions from the teacher about positioning. The teacher might orient the student to the size and shape of the court; the placement of the net; and the placement of each position relative to the net, front, and back of the court. The teacher of visually impaired students may consider adding rope taped to the boundaries of the court, or adding bright tape to the floor or top and bottom of the net.

The Student with low vision and with blindness exhibit a wide range of visual impairments. Teachers should be aware that no two students with low vision have the same functional vision even if they are diagnosed as having the same eye condition and similar acuity. Vision may fluctuate and be influenced by such factors as fatigue, light glare, lighting conditions and time of day. Therefore, special attention must be given in assessing the needs of the student with low vision [11, p. 51].

The student with blindness will participate in the regular program with adaptations as needed. Blindness will diminish the motivation to learn basic motor skills and will also reduce the opportunity to practice these skills. Physical fitness is as important for the student with blindness as the sighted child. Sensory-motor skills are necessary for good concept development, physical conditioning and orientation and mobility skills. 

The student with low vision or blindness should participate in the regular physical education program. Adaptations may be required depending on the functional vision of the student. He/she may not be able to participate in all activities and team sports. A parallel physical activity should be provided.

Visual impairments may exist in combination with other disabilities. There are some students with visual impairments who also have developmental disabilities, are deaf or hard of hearing, or have physical disabilities. When a student has more than one disability, it is important to assess each disability separately and to assess how the combined disabilities impact the student’s total performance. The student with a visual impairment has difficulty gaining information about the world. This is made more difficult if the student cannot conceptualize easily because of a developmental disability, cannot hear meaningful sounds or cannot physically move to explore [12, p. 74].

Physical activity is one of the most important conditions for human life and development. It should be considered as a biological stimulus for the growth, development and formation of the organism. Physical activity depends on the functional capabilities of a person, his age, gender and health. Various means of physical culture and sports are used depending on the state of health. In case of deviations in the state of health, physiotherapy exercises are used.

Therapeutic physical training is a method that uses physical culture with a therapeutic and prophylactic purpose in order to restore health and prevent complications of the disease.

Before physical training with students, it is necessary to take into account their ophthalmological characteristics, characteristics of the secondary defect, level of physical shape of the students.

The main goals of the educational process are striving for the effectiveness of the process and strengthening the health of students. Success in working with students with visual impairment depends on the proper selection of the exercises.

The involvement of persons with visual impairment in physical culture and sports activities allows them to better adapt to social interaction, communication, self-knowledge and, most importantly, the perception of life in conditions caused by the limited health possibilities.

Thus, physical culture contributes to the harmonious physical development and strenthening of the body, allows to activate the functions of the cardiovascular and respiratory systems, to improve the functions of the musculoskeletal system, to form and to consolidate the correct posture, to prevent the development of scoliosis and flatfoot.

Physical education for students with visual impairments should solve a number of special tasks, which include: developing of the necessary skills and skills of independent spatial orientation (orientation in the gym, use of sports equipment and adapted aids using safe analyzers); improvement of blood supply to eye tissues and muscular system of the eye; improving the function of the muscular system of the eye; development of readiness of preserved analyzers for the perception of surrounding objects and space; the formation of vital skills that contribute to the successful socialization.

The main means of physical culture for students with reduced functional systems of the eye are:

- movement: walking, running, jumping;

- general developmental exercises: without objects; with projectiles (voice balls, tennis balls, gymnastic sticks, hoops, sandbags, dumbbells 0.5 kg);

- on projectiles (ribbed board, simulators-mechanotherapy, gymnastic wall, bench, etc.);

- exercises on the formation of the correct posture;