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1. Prepared By:
Derama, Joseph Jules R.
Jalea, Jemie Rose Pauline P.
Tan, Karen Maureen L.
CORP – MARCH
DLSMHSI PT INTERNS MARCH 2020
ENVIRONMENTAL ACCESSIBILITY MORAL AND
ATTITUDINAL SUPPORT TO STUDENTS WITH PHYSICAL
DEFECT/DISABILITY

2. PHYSICAL DISABILITY
 Any degree of disability, infirmity, malformation or
disfigurement of a physical nature caused by bodily injury,
illness or birth defect and includes, but is not limited to, a
disability resulting from any degree of paralysis or from
diabetes mellitus, epilepsy, amputation, lack of physical
coordination, blindness or visual impediment, deafness or
hearing impediment, muteness or speech impediment, or
physical reliance on a guide dog or on a wheelchair, cane,
crutch or other remedial device or appliance. (New
Brunswick Human Rights Commission, 2011)

3. IMPLICATION OF LEARNING
 The initial barrier experienced by many students with
physical disabilities is physically accessing the learning
environment itself.
 Students with physical disabilities may have problems
related to movement, posture, grasping or manipulating
objects, communication, eating, perception, and reflex
movements.
 There are also students who have difficulty with managing
the distance between different learning activities, with
carrying materials, notetaking, practicals and may take longer
to ask or answer questions.

4. IMPLICATION OF LEARNINF CONT.
 Some students have difficulty in receiving information
by hearing or sight, while others can see or hear, but are
unable to process the information they receive which
then causes difficulties with reading and writing, such as
locating the correct place on the page, or moving from left to
right when reading and writing.
 Students with communication difficulties are often
thought to be far less able than they really are. It is important
to avoid making quick judgments about these
students to ensure that automatic assumptions are not being
made concerning a student’s intelligence and ability if their
speech is very slow, slurred, or if they are non-verbal

5. ATTITUDE AND BEHAVIOR TOWARDS
STUDENTS WITH DISABILITY
 School personnel and students might possess slightly negative attitudes
toward students with disabilities and that the attitudes of school
counselors are similar to, if not more positive than, those of other
school personnel.
 Students and teachers possess somewhat negative attitudes toward
students with disabilities, or that they view individuals with disabilities as
different from and inferior to individuals without disabilities (Gething et
al., 1994)
 Nowicki and Sandieson (2002) concluded that children without
disabilities generally preferred to interact with children without either
physical or intellectual disabilities.
 Females had slightly more positive attitudes than did males, and students
who had a friend or classmate with a disability had more positive
attitudes than those students without direct contact with students with
disabilities (McDougall, Dewit, King, Miller, and Killip, 2004)

6. ATTITUDE AND BEHAVIOR TOWARDS
STUDENTS WITH DISABILITY CONT.
 Hastings and Oakford (2003) found that student teachers
possessed more negative attitudes toward students with
behavioral and/or emotional problems than toward students
with cognitive disabilities.
 Bullying directed toward students with disabilities is
common, and cognitive, behavioral, and/or physical
differences of these students make them "easy targets".
Bullying can take many forms, and rejection can have long
lasting effects on students with disabilities (Beale & Scott,
2001).

7. OUTCOMES RELATED TO NEGATIVE
ATTITUDE AND BEHAVIOR
 Individuals with disabilities often internalize negative
attitudes. Moreover, the negative attitudes and actions of
others can negatively affect the behavior, social
relationships, education, employment, and health of
individuals with disabilities because their self-
perceptions are greatly influenced by the attitudes and
expectations of others. For Example, if educators have low
expectations in terms of academic achievement and
appropriate behavior from students with disabilities then
those students may be more likely to behave as expected.

8. INTERVENTION TO IMPROVE ATTITUDES
 As advocates for students with disabilities, school counselors
are positioned to take the lead in their buildings to ensure
that these students have positive school experiences,
develop skills for future academic and career
success, develop social skills, and enjoy emotional
health. Since school counselors are responsible for meeting
the needs of all students, comfort with and positive attitudes
toward working with students with disabilities can be viewed
as important qualities of a professional, ethical, and
multiculturally competent school counselor.

9. INTERVENING WITH SCHOOL PERSONEL
 Praisner (2003) advocated in-service training related to students with
disabilities in general
 Pace (2003) found professional development seminars effective in
increasing awareness about students with disabilities among regular
education student teacher supervisors.
 It has also been recommended that school staff should be trained to help
promote cooperative relationships between students with and without
disabilities. Successful interactions between these students often do not
occur naturally, and teachers must be able to facilitate interactions
effectively if they want students with disabilities to engage socially with
their peers (Schepis, Reid, Owenbey, & Clary, 2003)
 Schools can better address the needs of all learners if teachers learn to
modify classroom lessons in ways that will benefit the range of learning
styles present in any classroom.

10. INTERVENING WITH STUDENTS
 Student interaction seems an important goal, and structured
activities have been recommended with regard to helping
students develop skills to successfully interact with each
other.
 Some suggestions include cooperative learning groups, which
could provide both social and academic benefits to students
with disabilities.
 Teachers can also engage students in collaborative problem-
solving in order to provide students a voice for concerns
related to students with disabilities and to help them develop
understanding or empathy.

11. INTERVENING WITH STUDENTS CONT.
 Peer tutors may also be beneficial in a way both to assist
students with disabilities academically and to promote
positive interactions between students.
 It is also recommended that teachers must serve as a leader
and interact with a student with a disability, other students
will not only learn how to interact with that student but also
will see that the student is similar to them in many other
ways.
 Small group and classroom guidance activities can be
designed to promote respect for differences and interaction
among students with and without disabilities.

12. OVERALL SCHOOL CONSIDERATIONS
 Schools and the administration should make time to assess their
cultures as well as existing policies and procedures.
 Educators should "show high levels of personal commitment,
hope, and optimism" (Attfield & Williams, 2003) so that students
do not limit their aspirations.
 inviting and encouraging all students to participate in college fairs
or register for college admissions exams, school personnel
communicate their belief that all students have a right to pursue
post-secondary education.
 School administration should examine their enforcement of school
rules wherein all students should be expected to adhere to school
rules, and disciplinary actions should be equitable if not followed

13. OVERALL SCHOOL CONSIDERATIONS CONT.
 School-wide initiatives to promote and celebrate diversity
should be encouraged (Kugelmass, 2001), such as student
projects, school activities, and artwork on the walls can be
highlighted.
 McDougall et al. (2004) recommended that school-based
programs that emphasize success for all students should be
implemented rather than competition as well as programs
that focus on respect and cooperation.

14. COMMON ACCOMODATIONS
 The following accommodations and classroom adaptations
are a list of suggested accommodations, but are not
comprehensive or exhaustive, nor will all accommodations
listed be necessary in all cases. Other accommodations may
be implemented based on the individual needs of each
student as recommended by other professionals.

15. Characteristic of a Student with Physical Disability Suggested Accommodation/Classroom Adaptation
Has needs in terms of physical space or has difficulty using
chairs/tables in the classroom/lab.
Create a physically accessible environment that is will not limit the
students’ mobility
Student needs specialized transportation.
Have a flexible schedule. Students may arrive late or have to leave
before the class is over due to adapted transportation
services.
May be 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.
 Replace written exams or assignments with an oral exam or
presentation
 Use of note takers
 Use of assistive technology
 Provide a room other than the classroom for exams if
required.
Student has difficulty finishing assignments and/or tests in allotted
time.
Extra time for tests/exams and perhaps some components of
coursework.
Experiences fatigue and limited mobility when speaking to a person for a
long period of time.
When speaking to a person who uses a wheelchair for a long period of
time, avoid the need for them to strain in order to look up at you by
sitting beside or leaning toward them during the conversation, in order
for them to avoid experiencing fatigue
and/or pain.
Requires extra time to obtain formats compatible with assistive
technology.
Provide digital copies of texts. (It is very important to provide students
with a complete list of reference documents as early as
possible or prior to the start of the semester).
Feels excluded during group exercises or has difficulty moving
around the classroom.
Make sure that the person is always included with others when
forming groups.
Expends a great deal of energy to complete daily tasks.
To reduce fatigue of students with physical disability, it may be helpful to
limit the number of exams on a given day or week. Extra time should be
planned for oral reports on
occasion if the person has diction problems.
Experiences challenges with daily living activities and
mobility.
Ensure all off-site activities are accessible or provide
alternative assignment options.

16. SCHOOL ACCESIBILITY
 ls should not discriminate against pupils with special
educational needs due to their disability. They should
promote the inclusion of special educational needs pupils in
their admission arrangements and in all aspects of school life.

17. ACCESIBILITY PLANS AND
REASONABLE ADJUSTMENTS
 Schools will vary widely in how accessible they are to
individual pupils who have physical disability. Every school
must have a school accessibility plan, which shows how they
plan to improve the accessibility of the school for special
educational needs of students with physical disabilities and
when these improvements will be made. Schools can also
increase access for individual pupils by making reasonable
adjustments. These can be simple changes such as making
sure that all lessons take place in ground floor classrooms for
a class where one of the pupils uses a wheelchair and the
school does not have a lift.

18. IMPROVEMENTS TO PHYSICAL
ENVIROMENTS
Changes to the physical environment that a school could make
to increase access might include but is not limited to:
 Lighting and paint schemes to help visually impaired children
 Lifts and ramps to help physically impaired children
 Carpeting and acoustic tiling of classrooms to help hearing
impaired pupils

19. Improvements on the Way Information is
Delivered to Students with Disabilities
Information that is normally provided in writing can be made
more accessible by providing it:
 In Braille
 In large print
 On audio format
 Using a symbol system

20. SCHOOL CURRICULUM
Adjustments that would help children with disabilities have
better access to the curriculum might include but is not
limited to:
 Changes to teaching and learning arrangements
 Classroom organization
 Timetabling
 Support from other students

21. REREFERENCES:
 Attfield, R., & Williams, C. (2003). Leadership and inclusion: a special school perspective. British
Journal of Special Education, 30(1), 28–33. doi: 10.1111/1467-8527.00278
 Beale, A. V., & Scott, P. C. (2001). "Bullybusters": Using drama to empower students to take a stand
against bullying behavior. Professional School Counseling, 4(4), 300–305.
 Brillhart, B. A., Jay, H., & Wyers, M. E. (1990). Attitudes Toward People with Disabilities.
Rehabilitation Nursing, 15(2), 80–85. doi: 10.1002/j.2048-7940. 1990.tb01439.x
 Gisborne, L. (2014, May 15). Physical Impairment. Retrieved from
https://www.disability.admin.cam.ac.uk/staff- supporting-disabled-students/teaching-disabled-
students/understanding-effects-impairments-6
 Hastings, R. P., & Oakford, S. (2003). Student Teachers Attitudes Towards the Inclusion of Children
with Special Needs. Educational Psychology, 23(1), 87–94. doi: 10.1080/01443410303223
 Kugelmass, J. W. (2001). Collaboration and Compromise in Sustaining and Inclusive School.
International Journal of Inclusive Education. doi: 10.1080/136031101750054319
 Supporting Students with Disabilities. (n.d.). Retrieved from
https://www2.unb.ca/alc/modules/physical- disabilities/implications-for-learning.html

22. REFERENCES:
 McDougall, J., J. M., Dewit, D. J., King, G., Miller, L. T., & Killip, S. (2004). High School-Aged Youths Attitudes
Toward their Peers with Disabilities: the role of school and student interpersonal Factors. International Journal of
Disability, Development and Education, 51(3), 287–313.doi: 10.1080/1034912042000259242
 Milsom, A. (2013). Creating Positive School Experiences for Students with Disabilities. Retrieved from
https://www.readingrockets.org/article/creating-positive-school-experiences-students-disabilities
 New Brunswick Human Rights Commission. (2011, May 13). New Brunswick Human Rights Act. Retrieved from
http://laws.gnb.ca/en/ShowPdf/cs/2011-c.171.pdf
 Nowicki, E. A., & Sandieson, R. (2002). A Meta-Analysis of School-Age Childrens Attitudes Towards Persons with
Physical or Intellectual Disabilities. International Journal of Disability, Development and Education, 49(3), 243–
265. doi: 10.1080/1034912022000007270
 Praisner, C. L. (2003). Attitudes of Elementary School Principals toward the Inclusion of Students with
Disabilities. Exceptional Children, 69(2), 135–145. doi: 10.1177/001440290306900201
 Schepis, M. M., Reid, D. H., Ownbey, J., & Clary, J. (2003). Training Preschool Staff to Promote Cooperative
Participation among Young Children with Severe Disabilities and Their Classmates. Research and Practice for
Persons with Severe Disabilities, 28(1), 37–42.doi: 10.2511/rpsd.28.1.37
 SCIPS. (2008). Physical disabilities. Retrieved from
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 School Accessibility. (2019, October 9). Retrieved from https://www.nidirect.gov.uk/articles/school-
accessibility