chapter 12 understanding students with physical disabilities and other health impairments
TRANSCRIPT
Chapter 12Understanding Students with Physical Disabilities and Other Health Impairments
Defining Physical Disabilities IDEA uses the term orthopedic impairments, but
educators typically use the term physical disabilities.
Typically refers to a large group of students who experience conditions that are very different from each other
The term may also be used to include students with:
Severe and multiple disabilities Traumatic brain injury Focus on two types of physical disabilities: Cerebral palsy Spina bifida
Characteristics of Cerebral Palsy A disorder of movement or posture due to damage in the brain
Multiple types Spastic Dyskinetic Athetoid Ataxic Mixed
Causes Prenatal Perinatal Postnatal
Other associated conditions Possible intellectual disability Speech/language problems Vision impairments Seizures
Characteristics of Spina Bifida Malformation of the spinal cord Three common forms
Spina bifida occulta Meningocele Myelomeningocele
Causes Occurs in early pregnancy due to environmental and genetic
factors Mothers using regular supplements containing folic acid
reduce their risk Other associated conditions
Usually does not affect intelligence Depending on location of defect, may cause incontinence or
other urinary and bowel problems
Defining Other Health Impairments IDEA defines as chronic health problems
those that have an adverse impact on educational performance.
Distinguished from severe and multiple disabilities, physical disabilities, and traumatic brain injuries
May be: Chronic: develops slowly and has long-lasting
symptoms Acute: develops quickly with intense
symptoms that last a relatively short period of time
Characteristics of Epilepsy Epilepsy
Characterized by seizures (abnormal electrical discharges in the brain)
Conditions associated with epilepsy Most children have lower IQ and academic
achievement They are at risk for being diagnosed with
AD/HD Adolescents with epilepsy are reported to
have higher levels of depression
Characteristics of Asthma Most prevalent chronic illness of children
and leading cause of school absences Conditions associated with asthma
Fatigue from waking during the night because of breathing difficulties
Absences from school due to symptoms Fatigue and school absenteeism are
associated with lower academic performance
Partnering for Special Education and Related Services Health condition must adversely impact
educational performance for an IEP Otherwise, develop a 504 plan Components of the health care plan
Planning for Universal Design for Learning Electronic text
Use word processing programs Use presentation software Embedded links Access existing electronic text Download digital talking book player
Planning for Other Educational Needs Adaptive PE Allows for student with disabilities to
participate in a typical sport or physical activity
Modified equipment Beeping ball for student with visual
impairment
Helpful Tips for the Classroom Token economies Self-awareness
The term self-awareness refers to one’s understanding of oneself as a unique individual and is often used in conjunction with the notions of self-understanding and self-knowledge
Driver’s Ed A driver’s license is the key to freedom and
independence Having a driver’s license impacts a student’s
social activity Schools need modified vehicles for students with
disabilities
Making Accommodations for Assessment Computer-Based Assessment Frequent Breaks Scribe Physical access to testing environment Security concerns, test materials, and
environmental controls
Chapter 13Understanding Students with Traumatic Brain Injury
Defining Traumatic Brain Injury Traumatic brain injury (TBI) is an
acquired injury caused by external physical force
Two types of TBI: Closed head injury Open head injury
Does not include congenital, infections, degenerative, or birth trauma
Characteristics Characteristics will vary according to:
Site and extent of injury Length of time student was in a coma Student’s maturational stage at the time of
injury Possible changes due to TBI:
Physical Cognitive Linguistic Behavioral, emotional, and social
Determining the Causes Accidents
Most are motor vehicle Falls Assaults
Firearm (2/3 are suicide attempts) Child abuse
Shaken-baby syndrome Sports and recreational injuries
Determining the Presence Evaluation must be comprehensive and
ongoing Glasgow Outcomes Scale: classifies
injuries into broad groups: Death Persistent vegetative state Severe disability Moderate disability Good recovery
Determining the Nature of Specially Designed Instruction and Services Memory Attention and Concentration Executive Functioning Self-Awareness Language
For successful hospital to school transitions:
Involve educators during hospital stay Keep school personnel updated on
student medical progress Make the time for homebound
instruction as short as possible Frequently monitor the student’s
progress after re-entry Assign someone to be the point person
for coordinating the transition
Determining Supplementary Aids and Services Teaching memory aids, including:
Following a routine schedule Keeping appointments that are not
routine Taking medications Remembering to perform a new task Marking when to start or end a task
Using technology: visual assistants, PDA’s, pagers/digital beepers, electronic watches
Planning for Universal Design for Learning Instructional Pacing
Appropriate instructional pacing Frequent student responses Adequate processing time Monitoring responses Frequent feedback
Helpful Tips in the Classroom Collaborative teaming Cooperative learning strategies Problem-solving Decision Making Test item construction The use of a scribe