engleski

Indicators of Kinantrophologic characteristics in Students with Cochlear Implants in Individualized pe class program creation

The first cochlear implant in the Republic of Croatia (RH) was installed in 1996, and approximately 500 implants have been installed up to date. According to some surveys, approximately 16 children annually require a cochlear implant (Marn, 2005). Therefore, it can be concluded that there are currently about 350 children witch CI, or 12.5 classes with 28 students, in Croatian schools. The study of motor development in children and pupils with hearing impairment is important for several reasons. Parizkova (1996) claims that motor development has a crucial role in the development of intellectual abilities during the first two years of life, whereas motorically more capable children more easily acquire information from the environment that surrounds them. Furthermore, Bushnell and Boudreau (1993) point out that some motor skills may necessitate the development or improvement of other skills, such as perceptual or cognitive at early stages of development. However, an important requirement for quality motor development, in regard to the development of motor abilities and skills, is postural control and balance, which serve as fundamental conditions for successful performance of other everyday motor movements (Rajendran, Roy and Jeevanantham, 2012). It is certain that well- developed hearing and vestibular apparatus in particular, are necessary for the stability of body and control of gravitational forces in motion. Some studies have indicated that hearing loss can have an impact on the development of balance and other motor abilities (Dummerhaubenstricker and Stewart, 1996 ; Gkouvatzi, MantisandKambas, 2010 ; ), and this is particularly noticeable in children and adolescents who, in addition to hearing impairment, have some form of damage to the vestibular apparatus (Crowe & Horak, 1988 ; Suarez, Angela, Suarez, Rosales, Carrer & Alonso, 2007). Through application of various instruments (M- BAC, BOT2, TGMD, Eurofit), researchers have detected differences mostly in balance (Gheysen, Loots & Van Waelvelde, 2008, de Sousa de France Barrosde Sousa Neto, 2012), repetitive strength and flexibility (Winnick and short, 1986), but also in fine and gross motor skills (Shaikh & Sadhale, 2013). Children with hearing impairments frequently achieve below-average results from reference standards in test batteries (Siegel, Marchetti & Tecklin, 1991 ; Zwierzchowska, Gawlik & Grabar, 2008 ; Hartman, Houwen & Visscher, 2011). However, few researchers have explored the differences in the development of motoric skills and abilities in children with hearing impairment with and without a cochlear implant. Generally, studies indicate that children with early cochlear implantation have an improved level of motor skills development (Schlumberger et al., 2004, Wright et al., 2002, Reich and Lavai, 2009). In PE classes students with CI participate in regular educational program with some specific methodological adjustments. It has not been established whether there are any specifics in this population in work programming regarding the level of development of kinanthropologic features. The aim of this study is to determine the level of motoric abilities of children with cochlear implantation as compared to the reference values of Bruininks-Oseretsky Test of Motor Proficiency

PE class ; pupils with cochlear implants ; anthropologic characteristics

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