Orthopedic Impairments Amanda Dickey, Tania Aguilar, Stephanie Fanders, Ashley Benes

Orthopedic Impairment Also known as physical disability Definition: A significant physical limitation that impairs the ability to move or to complete motor activities May result from congenital anomaly, disease, accident, or other cause

Orthopedic Impairment Statistics Total number of students: 73,057 Percentage of all students receiving IDEA services: 1.3% Percentage of students ages 6-21:.11%

Types of Orthopedic Impairment Cerebral Palsy Muscular Dystrophy Scoliosis Spinal Cord Injury Bone Diseases Brachial Plexus Palsy Hydrocephalus Poliomyelitis Spina Bifida Spinal Muscular Atrophies

Adaptations depend on: Nature and severity of the disability Student’s physical status Student’s personal needs

General Courtesy Accept the disability. Ask the student to tell you when he/she anticipates a need for assistance. Don’t lean on a student’s wheelchair. Keep floors clear of liquids. Speak to the student as you would other students. When talking to a student in a wheelchair for more than a few minutes, lower yourself to their eye level. Make space available for crutches/canes to be easily accessible.

Physical Environment Students should be able to move into, out of and around the classroom. Rearrange furniture Add supports, handrails Create large work spaces Assistive technology

Personal Needs Allow time to rest for students that become fatigued. Repositioning Bathroom breaks Eating Paraprofessionals typically assume personal-care responsibilities and moving students. Ask special educator or the student’s parents if you have questions about the student’s needs.

Teacher Presentation Plan important announcements later in class. Students may need to tape lectures. Use positive role models with similar disabilities. Lower chalkboard

Classroom Activities Include student in open discussions. Allow more time to complete activities. Use smaller sections of text when reading. Be sure students in wheelchairs can fully participate in activities. Consider writers for test- taking purposes or oral tests, when appropriate.

Works Cited: Friend, M., & Bursuck, W. (2006). Including students with special needs.Boston: Allyn & Bacon: A Pearson Education Company. Burgstahler, S. (2001). The Faculty Room. Retrieved June 14, 2007, from Adaptive Technology Web site: Schrenko, L. (2002, February 1). General accommodations for students with physical impairments. Georgia Department of Education, Retrieved June 14, 2007, from Tumlin, J. (2001). Collaborative Teaching in the inclusive classroom. Bureau for Students with Physical and Health Impairments, Retrieved June 14, 2007, from

Additional Resources: Keller, Ed.(2005, April 20). Strategies for Teaching Students with Motor/Orthopedic Impairments. Wiggins, Chris. A Concise Guide to Orthopaedic and Musculoskeletal Impairment Ratings. Published Lippencott Williams and Wilkins. NAPCS.National Association of Parents with children in Special Education mpairments.php#glos

Additional Resources Cont. Purchase Line School District.Orthopedic Impairment. cial%20Needs/musicclassroom/orthopedic_impairme nt.htm cial%20Needs/musicclassroom/orthopedic_impairme nt.htm Wyamn, Jodi. Physical Activity Programming and Body Composition in Male Children with Orthopedic Impairments Park, Eunhye. Mainstreaming Students with Orthopedic Impairment: Perceptions of Regular Classroom Teachers.1994