Understanding 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 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 the 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.

Prevalence of Other Health Impairments In 2006, 595, 073 students (0.99%) of the ages 6 to 21 served under IDEA Of all students, 10 to 30% will experience a childhood chronic illness lasting three months or longer More than 200 specific health impairments exist

Characteristics of Epilepsy Characterized by seizures (abnormal electrical discharges in the brain) Generalized seizures Tonic-clonic Absence Partial seizures Simple partial Complex partial

Characteristics of Epilepsy 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 Causes Approximately 40% of individuals with epilepsy have a genetic contribution Environmental factors include: prenatal brain infections, birth trauma, and poisoning, stress, fatigue sleep deprivation In three-fourths of individuals with epilepsy, the cause is unknown

Characteristics of Asthma Most prevalent chronic illness of children and leading cause of school absences Symptoms can vary widely Mild intermittent Mild persistent Moderate persistent Severe persistent

Characteristics of Asthma 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 Causes Asthma symptoms are triggered by food, exercise, cold air, respiratory infections, and environmental allergens, including cigarette smoke, dust, mold, gases and chemicals Something asthma is an inherited condition

Determining the Presence of Physical Disabilities and Other Health Impairments Neuroimaging Prenatal screening Maternal serum alpha-fetoprotein Fetal surgery

Determining the Nature of Specially Designed Instruction and Services School Function Assessment Participation Task supports Activity 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 (Figure 12.7)

Determining Supplementary Aids and Services Adaptive Switches Pressure Timed Pneumatic or puffing switches Movements Sound Electronic Wheelchairs Transporting the chair Adjusting the size Recharging the batteries Selecting the navigation tools Assure safety

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 students with disabilities to participate in a typical sport or physical activity Modified equipment Beeping ball for student with visual impairment

Early childhood students Token economies Not age- or disability-specific Relates to errorless learning and using prompts for modifying the “three-term contingency” sequence (discriminative stimulus, response, and reinforcing stimulus) Another way to modify the three-term contingency is by changing aspects of the reinforcing stimulus (e.g. altering the schedule on which a reinforcer is delivered) Token economies use reinforcers

Elementary and Middle School Students Self-awareness Middle school is difficult for most children, and a disability or illness only adds to the stress 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 This includes the process referred to as disability awareness, which involves the capacity of an individual to appraise his or her own abilities as a function of a specific disabling condition

Secondary and Transition Students 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 student with disabilities

Measure Students’ Progress Using Computers for Curriculum-Based Measurements Measurement in Adaptive Physical Education Cardiovascular function Body composition Muscle strength and endurance Muscle and joint flexibility Mobility

Making Accommodations for Assessment Computer-based assessment Frequent breaks Scribe Physical access to testing environment Security concerns, test materials, and environmental controls