1. • Iesha Collins

2. • “A severe orthopedic impairment that adversely
affects a child’s educational performance. The term
includes impairments caused by a congenital anomaly,
impairments caused by disease, impairments from
other causes (cerebral Palsy, amputations, and
fractures or burn that that cause contractures).”

3. • OI is a very diverse disability category
• Encompasses: neuromotor impairments, Degenerative diseases,
musculoskeletal disorders
• Students may also have other disabilities other than an
orthopedic impairment
• Range of intellectual abilities: gifted
profound intellectual
disability

4. • Students are usually identified as having and orthopedic
impairment by doctor.
• If teacher notices any signs of a student having orthopedic
impairments they student must have a medical examination
• If student has an orthopedic impairment, the planning team
decides if it effects student education adversily.

5. • Motor limitations: have trouble manipulating standard classroom
equipment
• Restricted communication: inability to ask questions
• Fatigue and endurance: effort it takes to move
• Health factors
• Experimental deficits and concept development problems: Lack
common experiences with others
• Neurocognitive impairments

7. • Nonverbal reading approach: designed to teach internal
speech
• Highly positive learning environment
• High expectations
• Responsive to student
• Peer teaching/cooperative learning
• Reliable means of response:
• Promote participation
• TouchMath
• Oregon Trail: interactive game

8. •
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Assistive Technology
Augmentative communication
Mobility skills
Social skills
Self-advocacy
Vocational skills
Leisure skills

9. • More time to complete tasks
• Environmental arrangement: schedule rest breaks, preferential
setting, materials stabilized/positioned
• Instructional modifications: study outlines, extra repetition,
organization, extra set of books
• Other modifications: assistance moving, feeding, in bathroom

14. • Education for all handicapped children act 1975
• Must receive services that will facilitate instructional program
• NASPE: physical educated person
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Learned the necessary skill to perform a variety of physical activity
Is physically fit
Regularly participates in physical activity
Understands benefits of regular participation in physical activity
Values physical activity for enjoyment and healthful lifestyle.

15. •
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Models after general education program
Provide challenges not frustration
Encourage cooperative learning
Must meet all students needs.

16. •
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Sequence tasks
Modifying facilities
Time adjustment
Modify rules
Modify equipment

17. Best, S., Heller, K., & Bigge, J. (2005). Teaching individuals with physical or multiple
disabilities. Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, 2005.
Coleman, M. (2011). Successful Implementation of Assistive Technology to Promote Access to
Curriculum and Instruction for Students with Physical Disabilities. Physical Disabilities:
Education And Related Services, 30-2, 2-22. Retrieved from
http://web.utk.edu/~dphmd/DPHMD_Journal.html
Eminović, F., Pacić, S., Nikić, R., & Nedović, G. (2009). Importance of Using Orthopedic
Applicances in Physical Education in Process of Inclusive Education of Children with
Motoric Disabilities. Acta Kinesiologica, 95-98, 3-2. Retrieved from
http://www.actakin.com/
Heller, K., Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with
Orthopedic Impairments. Physical Disabilities. Education And Related Services 22, no.
1: 3-24. Retrieved from http://web.utk.edu/~dphmd/DPHMD_Journal.html
National Dissemenation Center for Children with Disabilities (March 2012). Categories of
Disability Under IDEA. Retrieved from: http://nichcy.org/disability/categories
Pizzi, J. (2008). Challenges of Children with Physical Disabilities. InSight: Rivier Academic
Journal, 4(1), 1.