Abstract
Objective: This study aims to assess the effect of combined strengthening and proprioceptive exercises on balance and gait of female children with intellectual disability Methods: Participants were 24 elementary school girls aged 9-13 years in Mashhad, Iran who were selected using a convenience sampling method and divided to two groups of exercise and control. The exercise group performed selective exercises for 8 weeks, while the control group performed their daily activities. In the pre-test stage, the static balance, dynamic balance, lower limb strength, and gait were measured. After eight weeks, all variables were measured again. Results: Eight weeks of strengthening and proprioceptive exercises had a significant effect on improvement of static balance, dynamic balance, lower limb strength, and gait of girls with intellectual disability (P=0.001). Conclusion: Eight weeks of strengthening and proprioceptive exercises can be used to improve the physical fitness factors of girls with intellectual disability.
Highlights
C hildren with special needs are defined as children who are different from normal children in several dimensions, including physical, cognitive, and psychological, and are not able to use the facilities
There are several factors involved in the development of intellectual disability in children including hereditary factors or causes related to before the formation of the fetus, pre-delivery causes or factors related to pregnancy such as medication use, maternal infection, etc., and causes during delivery, the most common cause of which is premature birth
It can be said that the exercise program caused a significant progress in static and dynamic balance of children
Summary
C hildren with special needs are defined as children who are different from normal children in several dimensions, including physical, cognitive, and psychological, and are not able to use the facilities. Children with intellectual disabilities are children who have physical and mental disabilities and are mentally less intelligent than their normal peers [2]. They have an inability to learn or delayed reading, writing and arithmetic abilities and are associated with delayed speaking and low language development. Common known features in people with intellectual disability are: obesity, muscle weakness, postural deviation, impaired balance, vision problems, hearing problems, and physical disability. People with intellectual disability have lower scores on motor perceptual tests than normal individuals due to impaired sensory-motor information integrity, and their balance is more unstable than healthy peers [5]. The educable mentally retarded children have lower physical strength, endurance level, agility, running speed, reaction time and balance compared to normal peers
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