PGDE 603 SNE PRESENTATIONS UNIT 3

1. UNIT 3: SENSORY, PHYSICAL AND
DEVELOPMENTAL DISABILITIES
Sensory disabilities
Sensory disabilities are caused by a
malfunction of one or more of the body's
sensory organs.
The commonest disabilities of a sensory
nature are visual impairment and
hearing impairment.
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2. SENSORY DISABILITIES: VISUAL
IMPAIRMENT (1)
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3. SENSORY DISABILITIES: VISUAL
IMPAIRMENT (2)
Vision is significantly less than that of a
normally seeing person.
A person is not considered to have a
visual impairment:
o if s/he is with one eye functioning
normally;
o if s/he uses devices such as eye glasses
and contact lenses.
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4. SENSORY DISABILITIES: VISUAL
IMPAIRMENT(3)
When a normally seeing person is
looking straight ahead, he can see
objects within a range of 180
degrees.
A person with a seriously restricted
visual field is considered to be
visually impaired.
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5. TWO FORMS OF VISUAL IMPAIRMENT
(1)
Blindness: total lack of vision to mere
light perception.
Low vision, which is having some useful
vision in one or both eyes.
For educational purposes, blind
learners rely on Braille for writing (a
representation of written symbols using
a system of raised dots that a blind
person can feel). 5

6. TWO FORMS OF VISUAL
IMPAIRMENT (2)
Students with low vision can use
large print and/or Braille.
In addition to using their sense of touch,
students with visual impairment (both
blind and low vision) rely a lot on their
other senses: hearing, taste, and smell.
Teaching students with visual
impairment should involve maximum use
of these senses. 6

7. SENSORY DISABILITY: HEARING
IMPAIRMENT (1)
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8. SENSORY DISABILITIES: HEARING
IMPAIRMENT (2)
Aspects to hearing:
The increased amplitude → a
sound is more likely to be perceived;
The perceived clarity of a sound →
ability to understand speech.
Hearing sensitivity varies according
to the frequency of sounds. It can be
measured for a range of frequencies
and plotted on an audiogram.
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9. SENSORY DISABILITIES: HEARING
IMPAIRMENT (3)
Hearing impairment is usually
reserved for people who have
relative insensitivity to sound in the
speech frequencies.
The severity of hearing impairment
is categorized according to the
increase in volume that must be
made above the usual level before
the listener can detect it.
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10. SENSORY DISABILITIES: HEARING
IMPAIRMENT (4)
10
In profound
deafness, even
the loudest
sounds that can
be produced by
an audiometer
may not be
detected.

11. SENSORY DISABILITIES: HEARING
IMPAIRMENT (5)
Quantification of hearing loss (2)
Degree of Hearing loss [dB (decibels)
range]:
Normal Hearing → 0-20dB
Mild Hearing Loss → 20-40 dB
Moderate Hearing Loss → 40-65 dB
Severe Hearing Loss → 65-90dB
Profound Hearing Loss → 95 & up dB
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12. SENSORY DISABILITIES: HEARING
IMPAIRMENT (6)
Conductive versus sensorineural
classification
A conductive hearing
impairment: resulting from
dysfunction in any of the mechanisms
that normally conduct sound waves
through the outer ear, the eardrum
or the bones of the middle ear.
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13. SENSORY DISABILITIES: HEARING
IMPAIRMENT(7)
Causes of conductive hearing loss:
Blockage in the external canal by
wax or a foreign body;
Perforation of the tympanic
membrane;
Fluid in the middle ear as a result of
infection, or due to blockage of the
Eustachian tube;
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14. SENSORY DISABILITIES: HEARING
IMPAIRMENT(8)
Causes of conductive hearing loss:
Damage to the ossicles due to
trauma, otosclerosis;
Many of the causes of conductive
hearing loss can be corrected by
treatment.
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15. SENSORY DISABILITIES: HEARING
IMPAIRMENT (9)
A sensorineural hearing
impairment: resulting from
dysfunction in the inner ear,
especially the cochlea where sound
vibrations are converted into neural
signals, or in any part of the brain
that subsequently processes these
signals.
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16. SENSORY DISABILITIES: HEARING
IMPAIRMENT (10)
Causes of sensorineural hearing loss
Congenital deafness: infections such as
mumps, meningitis, cytomegalovirus and
rubella, affect babies’ hearing.
Acquired deafness:
Exposure to sustained or sudden loud
noise
Ménières disease
Toxic reactions to medication
Trauma such as a severe head injury
Tumours
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17. SENSORY DISABILITIES: HEARING
IMPAIRMENT (11)
Causes of sensorineural hearing loss
Age related hearing loss (Presbycusis) first
affects the highest frequencies; the
consonants such as the letters “F”, “S” “T”
and the sound “SH” are not heard
properly. This affects conversation and
understanding of what is said on the
telephone.
Sensorineural hearing loss is usually
permanent. People with severe to
profound hearing loss may derive benefit
from cochlear implantation.
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18. IMPAIRMENT(12)
Deaf culture
A term applied to the social movement
that holds deafness to be a difference in
human experience rather than a
disability.
The Deaf community typically includes
individuals who communicate via
signed languages, individuals who
attended schools for the deaf, children
of deaf parents, and sign language
interpreters.
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19. SENSORY DISABILITIES: HEARING
IMPAIRMENT(13)
Deaf culture
In Deaf culture, the terms Deaf and
Hard of Hearing are preferred.
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20. SENSORY DISABILITIES: HEARING
IMPAIRMENT (14)
Hard-of-hearing learners
Learners who are hard-of-hearing
have residual hearing; they can use it
in class; they can be helped by using
hearing aids and other devices.
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21. SENSORY DISABILITIES: HEARING
IMPAIRMENT (15)
Deaf learners
Deaf learners have no residual
hearing (greater than 90 decibels);
Deaf learners benefit from the use of
sign language.
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22. DEAF-BLINDNESS (1)
This is a disability that combines both
the conditions of being deaf and blind
at the same time. Deaf-blind people
communicate mainly through using
their tactile sense.
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23. DEAF-BLINDNESS (2)
Deaf-Blind people have a form of
sign language which uses the sense
of touch.
Deaf-blindness is considered as one
handicap: deaf-blind people are not
multi-handicapped.
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24. PHYSICAL DISABILITIES (1)
People have a physical impairment
which may affect to a greater or
lesser extent their movement.
Some of them will have whole or parts
of their limbs (arms and legs) missing
due to amputation, disease, …
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25. PHYSICAL DISABILITIES (2)
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Physical
impairment
refers to a broad
range of
disabilities which
include
orthopaedic,
neuromuscular,
cardiovascular
and pulmonary
disorders.

26. PHYSICAL DISABILITIES (3)
Causes of physical disability
Physical disabilities may result from
permanent injuries to the brain, spinal
cord, spina bifida;
Spina bifida is a neural tube
defect, disorder involving incomplete
development of the brain, spinal
cord, and/or their protective
coverings, caused by the failure of
the foetus’ spine to close properly
during the first month of pregnancy).
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27. PHYSICAL DISABILITIES (4)
Causes of physical disability
Infants born with Spina
bifida sometimes have an open lesion
on their spine where significant
damage to the nerves and spinal cord
has occurred.
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28. PHYSICAL DISABILITIES (5)
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Although the
spinal opening can be
surgically repaired
shortly after birth, the
nerve damage is
permanent, resulting in
varying degrees of
paralysis of the lower
limbs.

29. PHYSICAL DISABILITIES (6)
3 common types of SB :
1) Myelomeningocele: the severest
form, in which the spinal cord and
its protective covering (the
meninges) protrude from an opening
in the spine;
2) Meningocele in which the spinal
cord develops normally but the
meninges protrude from a spinal
opening;
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30. PHYSICAL DISABILITIES (7)
3 common types of SB :
3) Occulta: the mildest form, in
which one or more vertebrae are
malformed and covered by a layer of
skin.
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31. PHYSICAL DISABILITIES (8)
SB may also cause bowel
and bladder complications, and
many children with SB have
hydrocephalus (excessive
accumulation of cerebrospinal fluid in
the brain).
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32. PHYSICAL DISABILITIES (9)
No cure for SB because the
nerve tissue cannot be replaced or
repaired. Treatment for the variety of
effects of SB may include surgery,
medication, and physiotherapy.
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33. PHYSICAL DISABILITIES (10)
Children with spina bifida may
have:
partial or full paralysis of the legs
difficulties with bowel and bladder
control.
hydrocephalus (high pressure on the
brain because of fluid not being drained
away as normal).
bone and joint deformities (they may
not grow normally).
curvature (bending) of the spine.
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34. PHYSICAL DISABILITIES (11)
Causes of physical disability
Physical disability may either be
congenital or a result of injury,
muscular dystrophy, multiple
sclerosis, cerebral palsy, amputation,
heart disease, pulmonary disease,
respiratory disorders, epilepsy, …
In such circumstances, the concerned
individual is unable to move, use or
feel certain parts of the body.
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35. PHYSICAL DISABILITIES (12)
Types of physical disabilities
Upper limb(s) disability
Lower limb(s) disability
Manual dexterity
Disability in co-ordination with
different organs of the body
Broken bone
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36. PHYSICAL DISABILITIES (13)
Types of physical disabilities
Muscular dystrophy: the muscle
fibres in the body gradually weaken
over time (the most common type is
Duchenne Muscular Dystrophy
which occurs only in boys); all types
of muscular dystrophy are genetic
even though other family members
may not have the condition.
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37. PHYSICAL DISABILITIES (14)
Cerebral palsy (CP): is caused by
damage to the parts of the brain which
control movement; children with CP may
have difficulties with:
posture (the ability to put the body in a
chosen position);
movement of body parts;
muscle weakness or tightness;
involuntary muscle movements
(spasms);
balance and coordination;
talking and eating.
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38. PHYSICAL DISABILITIES (15)
Different types of cerebral palsy:
o Hemiplegia: involves muscle movements
and weakness on one side of the body.
o Diplegia: involves muscle movements and
weakness in the lower part of the body.
o Quadriplegia: involves muscle
movements and weakness in both arms
and both legs.
o Ataxia: involves problems with balance
and coordination.
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39. PHYSICAL DISABILITIES (16)
People with physical disabilities often
must rely upon assertive devices such
as wheelchairs, crutches, canes,
and artificial limbs to obtain
mobility.
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40. EQUIPMENT
(1)
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41. PHYSICAL DISABILITIES: SPECIAL
EQUIPMENT
(2)
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42. SPHYSICAL DISABILITIES: SPECIAL
EQUIPMENT (3)
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43. DEVELOPMENTAL DISABILITY
(1)
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An impairment that affects cognitive
abilities.
Some people reject the term (Mental
Retardation), and other terms such
as "developmental delay", "Mental
Disability", etc are also in use to
describe the same situation.

44. DEVELOPMENTAL DISABILITY (1)
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45. (2)
Mental retardation: a term used when
a person has certain limitations in
mental functioning and in skills such
as communicating, taking care of
him or herself, social skills → a child
learns and develops more slowly than a
typical one.
Children with mental retardation are
likely to have trouble learning in school.
They will learn, but it will take them
longer. There may be some things they
cannot learn.
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46. (3)
Signs of mental retardation:
sit up, crawl, or walk later than other
children;
learn to talk later, or have trouble
speaking;
find it hard to remember things;
not understand how to pay for things;
have trouble understanding social rules;
have trouble seeing the consequences of
their actions;
have trouble solving problems, …
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47. (4)
Mental retardation
is not a disease, a type of mental illness,
like depression, a type of madness.
There is no cure for mental retardation.
Most children with mental retardation
can learn to do many things. It just takes
them more time and effort than other
children.
Many children with mental retardation
need help with adaptive skills (skills
needed to live, work, and play in the
community). 47

48. (5)
Mental retardation
 Teachers and parents can help a child work
on these skills at both school and home:
communicating with others; taking care
of personal needs (dressing, bathing, going to
the bathroom); health and safety; home
living (helping to set the table, cleaning the
house, or cooking dinner); social skills
(manners, knowing the rules of conversation,
getting along in a group, playing a game);
reading, writing, and basic math; and as they
get older, skills that will help them in the
workplace.
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49. (6)
Mental retardation
Supports or changes in the
classroom (adaptations) help most
students with mental retardation:
o For their learners with mental
retardation, teachers should be as
concrete as possible; demonstrate
what they mean rather than just
giving verbal directions; rather than
just relating new information
verbally, show a picture; …
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50. DEVELOPMENTAL DISABILITY
(7)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
o For their learners with mental
retardation, teachers should break longer,
new tasks into small steps; demonstrate
the steps; have the student do the steps,
one at a time; provide assistance, as
necessary.
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51. (8)
Mental retardation
Supports or changes in the
classroom (adaptations) help most
students with mental retardation:
o For their learners with mental
retardation, teachers should give the
student immediate feedback; teach the
student life skills (daily living, social
skills, and occupational awareness and
exploration, as appropriate); involve the
student in group activities or clubs;…
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52. (6)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
o For their learners with mental
retardation, teachers should work
together with the student's parents and
other school personnel to create and
implement an educational plan tailored to
meet the student's needs, regularly share
information about how the student is
doing at school and at home.
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53. MULTIPLE DISABILITIES
Some children with physical disabilities
will have other disabilities, such as
intellectual, visual or hearing
impairments.
They may also have communication
difficulties or other medical conditions
such as epilepsy or asthma.
When a child has several different types
of disability, professionals talk about
multiple disabilities rather than listing
separate conditions.
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