A presentation about physical disability

1. BSNED 13
P h y s i c a l D i s a b i l i t y

2. WHAT IS A PHYSICAL DISABILITY?
-is a physical condition that affects a
person’s mobility, physical capacity,
stamina, or dexterity. This can include
brain or spinal cord injuries, multiple
sclerosis, cerebral palsy, respiratory
disorders, epilepsy, hearing and visual
impairments and more.

3. • Hereditary/Congenital – where a person has been born with
a physical disability or developed one due to inherited genetic
problems, has suffered an injury at birth, or has issues with
their muscles.
• Acquired – An acquired physical disability could be due to an
accident, infection or disease, or as a side effect of a medical
condition.
The causes of a physical disability are also
varied. They usually fall into one of two
categories:

4. -is a neurological condition that
triggers recurring unprovoked
seizures. The causes of epilepsy are
not always known, but brain trauma,
strokes, brain cancer and drugs and
alcohol are thought to be significant
factors.
Epilepsy

5. C
A
U
S
E
S
Cerebral palsy is caused by a brain injury or problem that
occurs during pregnancy or birth or within the first 2 to 3
years of a child's life. It can be caused by:
• Problems from being born too early (premature birth).
• Not getting enough blood, oxygen, or other nutrients
before or during birth.
• A serious head injury.
• A serious infection that can affect the brain, such as
meningitis.
• Some problems passed from parent to child (genetic
conditions) that affect brain development.

6. Cerebral
Palsy
-affects the way the brain controls the
body’s muscles resulting in speech,
movement and posture difficulties. In
most cases it is caused by brain injury
or abnormal development that occurs
before birth or before one month of age.

7. • Genetic influence
• Head trauma
• Brain abnormalities
• Infections
• Prenatal injury
• Developmental disorders
C
A
U
S
E
S

8. Spina
Bifida (SB)
-refers to a range of developmental birth
defects that affect the spinal cord, leaving
nerves open to damage. The severity of
the symptoms depends on the location of
opening in the spine.
-People with SB often develop learning
difficulties, mobility symptoms and
paralysis, muscle wastage, scoliosis, and
bowel and bladder symptoms

9. C
A
U
S
E
S
Doctors aren't certain what causes spina
bifida. It's thought to result from a combination
of genetic, nutritional and environmental risk
factors, such as a family history of neural tube
defects and folate (vitamin B-9) deficiency.

10. CHARACTERISTICS

11. • Has unique needs in terms of physical space or has
difficulty using chairs/tables in the classroom/lab.
• Is often physically unable to hold a pen and write for
extended periods of time or may experience
challenges with input, output, and information
processing when working on assignments, tests,
and/or exams.
• Student has difficulty finishing assignments and/or
tests in allotted time.
• Experiences fatigue and limited mobility when
speaking to a person for a long period of time

12. • Requires extra time to obtain formats
compatible with assistive technology.
• Expends a great deal of energy to complete
daily tasks.
• Experiences challenges with daily living
activities and mobility.

13. IMPACTS on
LEARNINGS
AND
DEVELOPMENT

14. Physical disability may have an impact on some or all
activities to a greater or lesser extent. Students with physical
disabilities may have problems related to: ‘
• movement
• posture( sitting, standing)
• Grasping/manipulating objects
• Communication
• eating
• perception
• Reflex movements
• automatic motricity (sphincter, intestinal muscles).

15. The initial barrier experienced by many
students with physical disabilities is
physically accessing the learning
environment itself. For many students with
physical disabilities the inaccessibility of
buildings and surrounding areas is a
problem.

16. Students with physical disabilities and
neurological conditions may also have
perceptual difficulties that can take
various forms. Some students have
difficulty actually receiving information by
hearing or sight, while others can see or
hear, but cannot process the information
they receive

17. Service 03
Service 01 Service 02
Features With icons

18. STRATEGIES

19. • Give awareness first to the whole class about the needs of the
students with Physical Disabilities.
• Create a collaborative classroom environment where all students
have the opportunity to share especially these students.
• Give students the opportunity to express their opinions and take their
opinions into account.
• Ask them to talk about difference and why accepting diversity is
important in order to avoid discrimination to these students instead
understand and knowledge for their classmates about their needs.
• Ask your students to reflect on the way attitudes towards disability
have changed over the centuries and to imagine a future where
acceptance and inclusion are the norm.

20. Think about adjusting the classroom environment by:
• a space to park a walking frame
• providing an additional desk or cubby hole for extra equipment or
books
• ensuring there is enough space to provide wheelchair access to a
desk.
• Try ergonomically designed pens and pencils, gel pens, weighted
pencils and pens or pencil grips.
• Avoid letting a student struggle with handwriting. Instead,
encourage them to think about assistive technology.

21. IDENTIFICATION

22. Instruments for measuring physical function fall into two broad categories:
Self-report questionnaires and performance-based measures.
Both are available for the assessment of work ability (or inability) in individuals
with musculoskeletal disorders (Wind et al., 2005), as well as those with
impaired cardiovascular and/or cardiopulmonary function, vision, and
communication (hearing, speech-language).
Self-Report Questionnaires
Self-report questionnaires may be self-administered, administered by a medical
provider, or completed by a proxy. Self-administered questionnaires (self-report
measures) are commonly used to have individuals assess their pain and
function and have been used to measure or approximate individuals’ functional
ability.

23. There are four basic types of self-report instruments:
(1) integrated,
(2) impairment specific,
(3) body-part or region specific, and
(4) patient specific.
Each type of instrument usually has a unique purpose, and each has
advantages and disadvantages that have bearing on its potential utility.
Impairment-specific instruments may not capture the additive or multiplicative
effects of multiple impairments or comorbidities on an individual’s ability to
function.
Body-part– and region-specific instruments are generally used to address only
the injury mechanisms and disease states affecting that body part or region.
If a patient-specific instrument is used, generalization across patients may be
misleading.

24. Performance-Based Measures
Functional performance testing is defined as using a variety of physical skills
and tests to determine an individual’s ability to participate at the desired level in
an occupation or to return to work in a safe and timely manner without functional
limitations (Reiman and Manske, 2011). Assessment at the functional level thus
looks at the functioning of the person as a whole rather than function of a part of
the person (Reiman and Manske, 2011).
A comprehensive functional assessment would make it possible to evaluate an
individual’s ability to put together a series of movements (rather than perform
isolated single-joint and planar movements) toward the safe and efficient
completion of a task

25. Performance-based assessments are “commonly used to determine
the physical work abilities of individuals who have sustained
musculoskeletal injury.
Functional Capacity Evaluations
An FCE, also termed a functional capacity assessment, physical
capacity evaluation, or work capacity evaluation (Genovese and
Galper, 2009), is a commonly used performance-based measure of
physical function. FCEs have been described as systematic,
comprehensive, and objective measures of an individual’s maximum
physical ability to perform tasks involved in.

26. MUSCULOSKELETAL ASSESSMENTS
This review of musculoskeletal assessments is organized by body
parts: upper extremities and hands and fingers, back and neck, and
lower extremities and feet.
Upper Extremities and Hands and Fingers
Disabilities of the Arm, Shoulder and Hand Questionnaire
(DASH)
The DASH is a self-report questionnaire that consists of 30
questions designed to measure physical function and symptoms in
patients with any or several musculoskeletal disorders of the upper
limbs. Questions ask about the individual’s symptoms, as well as his
or her ability to perform certain activities.

27. Functional Gait Assessment (FGA)
The FGA is an ambulation-based balance test used to assess postural
stability during walking tasks, with a focus on 10 facets of gait and
balance (Leddy et al., 2011). The performance-based measure
consists of a timed walk with a 10-item clinical gait test that includes
tasks requiring many postural adjustments (Wrisley et al., 2004).
Participants are asked to perform gait activities such as “walk at
normal speeds, at fast and slow speeds, with vertical and horizontal
head turns, with eyes closed, over obstacles, in tandem, backward,
and while ascending and descending stairs”

28. “A person who never made
a mistake never tried
anything new”
“