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This paper aims to reveal whether there are significant differences between the weight and height growth rate of children with visual impairments and that of children without sensory disorders. The aim of the study is to assess some parameters of growth, physiological markers of the quantitative accumulation process by which the body increases its weight and height. We used the following research methods: bibliographic study, case study, observation, weighing, height measurement and questionnaire. The subjects were selected among pupils with visual impairments, with particular comorbidities, from Special Secondary School for Visually Impaired of Bucharest, being enrolled in the 3 rd grade. Inclusion criteria for the subjects of our study were the presence of vision impairment, and exclusion criteria were related to pupils with visual blindness. The findings and results highlight that the visually impaired are malnourished, which, on the long term, influences height, and on the short term, weight. Due to the dynamic data analysis, it has been found that the height, weight and body mass index of children with visual impairments is below the average child of the same age without sensory disturbances.

Any child may encounter learning difficulties at some time, but they are usually overcome due to the support and encouragement provided by parents and the educational establishments where children are enrolled depending on their age (kindergarten, school). The notion of children with special educational needs (SEN) is used to describe a category of people with learning problems in relation to age or with a handicap/ a disability/ an impairment compared to most of the population. For children with SEN, the intervention through kinetic means represents an effective therapy that can be equally used by parents and teachers in order to facilitate the integration of these children into mainstream education. The purpose of this paper is to carry out a bibliographic study regarding the improvement of the quality of life in children with SEN by applying specific kinetic means that consist of physical exercise and massage, but also by the intervention of other types of therapy, depending on the disability of each subject. Individualisation of physical activities is a general principle applicable to all participants and especially to people with SEN who suffer from various conditions. In conclusion, we claim that the beneficial effects of the movement performed in any form and in any context are undeniable for any child but particularly for those with SEN.

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