Technology for Students with Physical Disabilities Chapter Nine
Copyright © Houghton Mifflin Company 9-2 Overview Types of Physical Disabilities Adaptations to the Physical Environment Adaptive and Assistive Technologies
Copyright © Houghton Mifflin Company 9-3 Types of Physical Disabilities Congenital –Cerebral palsy –Birth defects Acquired –Injuries and accidents –Traumatic brain injuries: the leading cause –Spinal-cord injuries
Copyright © Houghton Mifflin Company 9-4 What the Teacher Needs to Know How to spot warning signs that the child is having a problem How the student’s physical limitations influence what he or she can do How to respond in an emergency
Copyright © Houghton Mifflin Company 9-5 Accessibility Classroom must be arranged so that all students can move about Students with physical impairments should be in the main part of the room rather than on the periphery Plan ahead for field trips and for physical elements to lessons
Copyright © Houghton Mifflin Company 9-6 Adaptive and Assistive Technologies Toys and games –Large buttons, easy to handle Augmentative and alternative communication –Communication boards –Voice-activated controls Computer access –Alternative keypads and joysticks –Special monitors and switches
Copyright © Houghton Mifflin Company 9-7 Architectural Access Wide hallways Automatic doors Adapted switches, pressure plates Universal Design principles make buildings more accessible for everyone
Copyright © Houghton Mifflin Company 9-8 Summary The teacher should know how to recognize whether the student is having difficulty, as well as what to do in an emergency The classroom should be arranged for easy mobility Special toys, communication tools, and computer-access devices can benefit students with physical disabilities