2. By: Patsy Ugalde, Casey Van Voorhis, Olga Nunamacher, Jayne Marquardt, Samuel Pierre CHAPTER 7 STUDENTS WITH PHYSICAL AND HEALTH IMPAIRMENTS

3.  A Physical Impairment affects skeletal, muscular, or neurological systems. Physical disabilities imply that students have problems with structures or functions of their bodies.  A Health Impairment put limitation on the body's physical well-being and requires medical attention. Health impairments can impair the students ability to perform well at school because of their life-threatening or sometimes physically debilitating nature. WHAT IS PHYSICAL AND HEALTH IMPAIRMENTS?

4.  Amputations  Cerebral Palsy  Epilepsy  Juvenile rheumatoid arthritis  Marfan Syndrome  Multiple sclerosis  Muscular Dystrophy  Osteogenesis imperfecta  Poliomyelitis  Spina bifida  Spinal cord injury  Traumatic brain injury EXAMPLES OF PHYSICAL IMPAIRMENTS

5.  HIV/AIDS  Asthma  Child Abuse  Cytomegalovirus  Cystic Fibrosis  ADD/ADHD  Cancer  Burns  Sickle cell anemia  Tuberculosis  Hemophilia  Congenital heart disease  Fetal alcohol syndrome EXAMPLES OF HEALTH IMPAIRMENTS

6.  Steps to Identify Physical and Health Impairments  Doctors performs initial evaluation and diagnoses the impairment.  School personnel decides if the student needs and qualifies for any of the special educational services supported by IDEA (Individuals with Disabilities Education Act).  There are also assessments that evaluate the students ability to engage in tasks that allow independence, such as:  Mobility Assessments  Physical Abilities Assessments  Psychosocial Abilities Assessments  Communication Assessments  Academic Potential and Achievement Assessments  Setting Assessments  Assistive Technology Assessments IDENTIFICATION PROCESS

7.  Educational programming has as its general goals helping the person gain independence of all types.  Physical Independence  Mastery of Daily Living Skill  Self Awareness  Social Maturation  Future Life Skills  Of the students identified as physically or health impaired approximately 40% can be educated in regular classrooms with resource room help in some cases.  30% of students with these disabilities require a separate classroom and the remaining are best educated in separate schools, hospitals or residential facilities. PROGRAMS

8.  Public law 99-457 says that students under age 3 who need special education have an IFSP  IFSP (individual family service plan) is a plan that specifies needs of the students and their family.  Some programs begin as early as preschool when their needs are identified.  focus on motor development  self help in daily living  social skills  Student's Educational Team  Occupational therapist  Speech/language pathologists  Physical therapists  Nurses  Family members PROGRAM OPTIONS

9.  Family involvement at home plays a key role in the development of the child.  Prevention  Safety equipment  Responsible gun use and weapons training  Abstinence of alcohol during conception and pregnancy  Responsible use of medications  Safe sex  Appropriate supervision of young children ISSUES OF IMPORTANCE

10.  Discrimination  Negative from others such as fear, rejection, and pity can cause the impaired student to become angry, withdrawn, or overly dependent.  In 1990 the ADA made changes to accommodate the disabled to have better access to buildings, public transit, and public facilities.  Ramps  Elevators  Special Parking Spaces  Restroom Modifications  Special water fountains/telephones  Death and Grief in the Classroom  Watch for signs  Provide support  If necessary get counseling for the students and teacher  Age groups handle the situation differently ISSUES OF IMPORTANCE CONTINUED

11.  Allow more time for students to learn and perform tasks  Learn more about the conditions of the student.  Allow computers, calculators, watches that speak and have databases, recorders and other technologies that will help learning.  Organize the room so students with extra equipment can get in and out of there area and access materials  Pace the lessons so that the student with a physical disability can have rest time between lessons  Make sure the student understands directions  Have a system for students to be able to keep track of assignments when they have to miss class for doctors appointments WHAT TEACHERS SHOULD DO