Physically Impaired Students and all others involved

What is a physical impairment defined as? What are the major disabilities in classrooms today? Teaching physically impaired students.

A physical impairment is any disability which limits the physical function of limbs or fine or gross motor ability. Partial or total paralysis or traumatic brain injury, stroke, cerebral palsy, muscular dystrophy, multiple sclerosis, arthritis, amputation, and carpal tunnel syndrome are examples of physical impairments. There may be additional medical concerns related to these physical impairments. By the same token, medical conditions and disorders such as cancer, cystic fibrosis, HIV AIDS, active cycle cell disease, and respiratory cardiac disease may consequently impair strength, speed, endurance, coordination, manual dexterity, and overall mobility. Limitations in reaching, manipulations of materials, such as pen and paper, legibility of penmanship and ability to sit for long periods of time are additional manifestations of physical impairments.

Traumatic Brain Injury Spinal-cord Injury Cerebral Palsy Epilepsy Neural Tube Defects Muscular Dystrophy Juvenile Rheumatoid Arthritis Cystic Fibrosis

A traumatic brain injury (TBI) is caused by a blow to the head or violent head movement similar to what happens in a high-impact motor vehicle accident. Such an occurrence is after and not during birth. Time to adjust is important- but not to where it’s a pattern of excuses for the child’s poor behavior. Having structured activities and a predictable routine are key. A syllabus or calendar should be given to the student to help them prepare for what comes next. Any out of ordinary events must be discussed and researched before going. For example, if taking a field trip, give the students maps and pictures of the setting plus a partner once there. Important topics must be distinctly identified as being important- changing voice tone is a good key to TBI students understanding.

Motor impaired/orthopedic disabilities includes a heterogeneous grouping of conditions with a wide range of causes Accept the fact the disability is there. Not accepting it is like not acknowledging the student. Ask the student to tell you when they think they will need help on something. Use a tape recorder if writing is difficult. Speak directly to the student with confidence. Students should be encouraged to talk about accommodations they will need. Sit down or kneel to put you on the students level when talking to them. Don’t be sensitive to words. Children in wheelchairs use “walk” and “run” too. Arrange things in your class to be accessible by the student.

A form of paralysis believed to be caused by a prenatal brain defect or by brain injury during birth, most marked in certain motor areas and characterized by difficulty in control of the voluntary muscles. View the room as if you were navigating it with a wheelchair. Items should be placed in an easily accessed location with little movement from the student. Work area should have a place for items to be secured so student may have both hands free to work. Tape record when necessary. Allow student time to get where they are going. Seat students close to front to ensure they are able to see and hear. Understand what needs to happen if a seizure occurs. Look for easiest route in daily routines.

A disorder of the nervous system, characterized either by mild, episodic loss of attention or sleepiness (petit mal) or by severe convulsions with loss of consciousness (grand mal). Take into account seizures, and information lost from the brain during those times. Adapt the curriculum for the student. Focus on one theme instead of bouncing the curriculum all around. Allow time for student to process all the information given. Know what to do when a student begins to have a seizure. Talk with the class about how to remain calm during a students seizure.

Occur when there is a defect in the neural process. Spina bifida aperta (cystica) Myelomeningocele Meningocele Myeloschisis Congenital dermal sinus Lipomatous malformations (lipomyelomeningoceles) Split-cord malformations Diastematomyelia Diplomyelia Caudal agenesis

A hereditary disease characterized by gradual wasting of the muscles with replacement by scar tissue and fat, sometimes also affecting the heart. Notice changes in a students ability and adapt the classroom. Discuss physical abilities with student and parents and if they will need assistance reading, writing, opening up books, using the restroom, getting to and from places, and any other movement activities. Create a non-threatening environment. Open communication about clinical visits. Talk openly with the students in the class about the disability.

Juvenile Rheumatoid Arthritis is a chronic condition that is physically limiting and painful. Provide special writing instructions for students. Give the child extra time. Give the students notes to have while teaching activity is going on. Pair the student with JRA up with a student who is capable to help them get back and forth. Limit how much student needs to move around in classroom with certain assignments. Talk with parents about transportation to and from field trips.

Cystic Fibrosis is an inherited chronic disorder of the mucus and sweat glands that primarily interferes with lung and digestive function Student must take medicine before eating. Minimize harmful germs in the classroom. Remind students to wash hands frequently. When hospitalized, encourage students to write notes and draw pictures. Allow therapy in the class with explanation to others why it is happening. Allow student to thrive in areas they are strong in when they are in class.

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