Physical DisabilitiesSpecial Education Part 1S. Taras

Definition

A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level.

(Special Education – A guide for Educators)

List of Conditions

-nervous system disorders -musculoskeletal conditions -chronic health conditions -hydrocephalus (accumulation of fluid in the

brain) -speech impairments -visual impairments -spasticity(feelings of stiffness, involuntary

muscle spasms) -seizures

Classification of Physical Needs

Mild – an individual with a mild impairment can walk (with or without crutches, or other prosthetic device, use their arms and communicate their needs).

-They require some adaptations within

the classroom

Continued..

Moderate – Individuals with a moderate disability require some special help with locomotion and need more assistance than their peers with self-help and communication skills.

Severe – Individuals with a severe impairment are usually not able to move from one place to another without the aid of a wheelchair or someone carrying them. Their self-help and communication skills are very weak.

(Resources for Teaching Young Children with Special Needs” – Penny L. Deiner)

Types of Disabilities Wheelchair users – cerebral palsy (CP),

multiple sclerosis (MS), muscular dystrophy (MD), spinal cord injuries, spina bifida

Mobility Impairments – amputees, arthritis, lupus, diabetes, medical illnesses, cystic fibrosis(CF), multiple sclerosis

Muscular Dystrophy Muscular dystrophy (MD) is an inherited,

genetic disorder that weakens the muscles that help the body move

MD is a term that refers to a group of muscle disorders in which the face, arm, leg, spine, or heart muscles gradually shrink and weaken over time

MD weakens muscles over time, so children, teens, and adults who have the disease can gradually lose the ability to do the things most people take for granted, like walking or sitting up

(cited from C-Health)

Management no known cure for muscular dystrophy

treatment for any of the forms of muscular dystrophy may very from: physiotherapy, aerobic exercise, low intensity anabolic steroids, prednisone supplements, occupational therapy

Occupational therapy assists the individual with MD to engage in activities of daily living (such as self-feeding and self-care activities) and leisure activities at the most independent level possible. (cited from C-Health)

Student The conditions and traits may effect

the student’s: strength, energy, endurance/stamina, motor functioning, balance and coordination, reflexes, dexterity, speech sensation and sensory skills and regular attendance at school.

A student’s needs and strengths can be influenced both by environment and his/her physical needs.

What do you see…

What do you see?

How do you feel?

Sad…Sorry…Happy, Inspired…

Do you see the person or the disability?

Parent’s Message

“Our society has an underlying value structure that makes us think of disability in terms of ‘tragedy,’ having an ‘impaired body’ or being ‘abnormal.” We must change this negative definition. Many things that make a person ‘disabled’ have to do with not having access to his or her environment. A flight of stairs makes a person in a wheelchair disabled. Put in a ramp and the disability disappears – until that person gets to a narrow doorway. “ (cited from Caring For Children with Special Needs pdf/National Network for Child Care)

One students experience

https://www.youtube.com/watch?v=-r3XE9uoCgw

What We Believe

-All student can succeed -Classroom teachers are key educators for a

student’s literacy and numeracy development -Universal design and differentiated

instruction are effective and interconnected means of meeting the needs of learning or productivity of any students

-Successful instructional practises are founded on evidence-based research and tempered by experience

Continued…- Each child has his or her own unique pattern of learning

-Each classroom teacher needs the support of the larger community to create a learning environment that supports students with special education needs

-Fairness is not sameness

(cited from Education for All)

“Its society that disables an individual by not investing in enough creativity to allow for someone to show us the quality that makes them rare and valuable and capable.”Aimee Mullins

Bio Aimee Mullins (born July 20, 1976 in

Allentown, Pennsylvania) is an American athlete, actress, and fashion model

born with a medical condition called fibular hemimelia (missing fibula bones), resulted in both of her legs being amputated below the knee when she was one years old

competed in Paralympics in 1996 in Atlanta Retired in 1998 from competitive track

setting World Records in the100 m, 200m and the long jump.

Continued… In 2012, was appointed by then-Secretary of

State Hillary Clinton to the State Department's Council to Empower Women and Girls Through Sports

Aimee has become one of the most prominent thinkers on the topic of prosthetic innovation.

http://www.youtube.com/watch?v=L_v99AsKJVk

Research into Practice

In today’s classroom we are faced with more diverse student populations.

Within this group are many students with exceptionalities.

In the province of Ontario we as educators are continuing to further develop and maintain inclusive environments for students with exceptionalities. (The Literacy and Numeracy Secretariat)

As Educators what can we do…

Continue to support a positive attitude toward inclusion

Understand that each child has different needs and supports

In planning and supporting a student with a disability you need to become as knowledgeable as possible about the child’s disability or impairment

Ask parents, occupational or physical therapists, special education teacher or people that have been working with the child

Strategies, materials and equipment

Students who have physical disabilities may need specialized materials and/or equipment.

Technology may enable these students to participate more fully in the regular class program.

Support staff, such as speech/language pathologists, resource teachers, occupational or physiotherapist and other health support professionals can help determine the need for , and the most appropriate use of specialized materials and equipment for the classroom. (cited from Special Education Companion pg. 89)

Let’s Consider….As educators…

We need to push our students to their fullest potential so they never give up

Encourage, support and empower them to be their own advocates every step of the way

As educators we have the power to help mediate the stereotypes

We need to continue promoting positive messages, such as…

Disabled meansDifferently-abledDisability is NOT Inability

Thank you!

Special Education Companion In this resource Teacher’s should use the

suggested strategies for:SafetyMaterials and Equipment (as per students’ needs)

Classroom Environment (setup)Lesson PresentationAssessment Accommodations(pages 88-91)

OHRC Ontario Human Rights Commission

Click on “Disability and Human Rights

You can view a number of videos that deal with workplace polices, services etc., that support inclusiveness and equity

Resources and Websites Building Futures – Ontario (type in your disability) Caring for Children with Special Needs PDF Physical Disabilities – People Page PDF (very useful

explanations of particular types of disabilities and how to help as educators)

Physical Disabilities (PDF) Equity and Inclusive Education in Ontario Schools

2014 (PDF) Special Education Companion (Queen’s Park Printer for ON 2002)

Special Education A Guide for Education (Ministry of Education 2001)

Services http://www.disabilitydoorway.com/uploads/1369671844-

DREN_s_Are_We_Ready_Survey_Final.pdf

www.Autism Ontario Services

www.centraleasthealthline.ca/listServices.aspx?id...region=DurhamRegio... Employment Assistance for People with Disabilities - Durham Region

www.durhamcollege.ca/.../Resource_List_for_Visually_Impaired_People... 22 King Street West, Suite 102, Oshawa, Ontario L1H 1A3 .

grandviewkids.ca/

www.millspsychology.ca/Learning.html (Exceptional Learning & Developmental Services)

Region of Durham Child Care and Children's Programs Northern Lights (Employment Supports Services) 1-800-361-4642