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Did you that…….? <ul><li>There is no direct relationship between intelligence & severity of physical disability? </li></ul...
Physical & Health Impairment <ul><li>Orthopedic Impairment – means a severe orthopedic impairment that adversely affects a...
Other Health Impairment <ul><li>Means having limited strength, vitality, or alertness, due to chronic or acute health prob...
Physical Disabilities <ul><li>Neurological </li></ul><ul><li>Cerebral Palsy, Spina Bifida, Convulsive Disorder, Poliomyeli...
Physical & Health Impairment <ul><li>The general impact of the impairment: </li></ul><ul><li>Mobility </li></ul><ul><li>Gr...
Assessment Procedures <ul><li>Activities of daily living </li></ul><ul><li>Mobility </li></ul><ul><li>Physical abilities a...
Curriculum Imperatives for PHI <ul><li>Self-care and social skills </li></ul><ul><li>Vocational Skills </li></ul><ul><li>P...
Educational Consideration <ul><li>Educational program and placement </li></ul><ul><li>Related Strategies </li></ul><ul><li...
IEP Goals for PHI <ul><li>By the end of the school year, Hank will demonstrate the basic skills necessary to participate i...
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Physical and Health Impairment

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Physical and Health Impairment

  1. 1. Did you that…….? <ul><li>There is no direct relationship between intelligence & severity of physical disability? </li></ul><ul><li>The major goal of professionals working with children who have physical disabilities is to alter the environment so the children can function? </li></ul><ul><li>An orthopedic impairment by itself, is no reason for special placement? </li></ul><ul><li>If individuals with disabilities are not able to compensate for environmental or functional demands in given situations, they will be handicapped in those situations but not necessarily in all situations? </li></ul>
  2. 2. Physical & Health Impairment <ul><li>Orthopedic Impairment – means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairment caused by congenital anomaly ( clubfoot, absence of some member, etc.), impairments caused by disease ( poliomyelitis, bone tuberculosis,etc.), and impairment from other causes ( cerebral palsy, amputations, and fractures or burns that cause contractures). </li></ul>
  3. 3. Other Health Impairment <ul><li>Means having limited strength, vitality, or alertness, due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes, that adversely affects a child’s educational performance. </li></ul>
  4. 4. Physical Disabilities <ul><li>Neurological </li></ul><ul><li>Cerebral Palsy, Spina Bifida, Convulsive Disorder, Poliomyelitis </li></ul><ul><li>Musculoskeletal </li></ul><ul><li>Muscular Dystrophy, Arthrogryposis, Legg-Perthes, Osteogenesis Imperfecta, Juvenile Rheumatoid arthritis, Scoliosis </li></ul><ul><li>Other Health Impairment </li></ul><ul><li>Congenital Malformation, Cystic Fibrosis, Sickle Cell Anemia, Hemophilia, Juvenile Diabetes Mellitus, Asthma, Rheumatic Fever </li></ul><ul><li>Contagious Diseases </li></ul><ul><li>STDs, AIDS </li></ul>
  5. 5. Physical & Health Impairment <ul><li>The general impact of the impairment: </li></ul><ul><li>Mobility </li></ul><ul><li>Gross motor skills </li></ul><ul><li>Fine motor skills </li></ul><ul><li>Communication skills </li></ul><ul><li>Strength </li></ul><ul><li>Vitality </li></ul><ul><li>Alertness </li></ul><ul><li>Speed </li></ul><ul><li>This may affect the learning styles and the way students; </li></ul><ul><li>Solve problems </li></ul><ul><li>Process information </li></ul><ul><li>View themselves </li></ul><ul><li>Learn self-help skills </li></ul><ul><li>Participate in the classroom, memory, attention & perception. </li></ul>
  6. 6. Assessment Procedures <ul><li>Activities of daily living </li></ul><ul><li>Mobility </li></ul><ul><li>Physical abilities and limitations </li></ul><ul><li>Psychosocial development </li></ul><ul><li>Communication </li></ul><ul><li>Academic potential </li></ul><ul><li>Adaptations for learning </li></ul><ul><li>Transition skills </li></ul>
  7. 7. Curriculum Imperatives for PHI <ul><li>Self-care and social skills </li></ul><ul><li>Vocational Skills </li></ul><ul><li>Play activities </li></ul><ul><li>Special subjects (Adapted P.E.) </li></ul><ul><li>Instructional Materials/Resources </li></ul><ul><li>Death Education </li></ul>
  8. 8. Educational Consideration <ul><li>Educational program and placement </li></ul><ul><li>Related Strategies </li></ul><ul><li>Stamina and Scheduling </li></ul><ul><li>Positioning </li></ul><ul><li>Architectural Barriers </li></ul><ul><li>Assistive Technology (mobility, motor, functioning, communication) </li></ul>
  9. 9. IEP Goals for PHI <ul><li>By the end of the school year, Hank will demonstrate the basic skills necessary to participate in two groups oriented recreational activities. </li></ul><ul><li>Person responsible: Adapted physical education teacher </li></ul><ul><li>By the end of the school year, Hank will read materials at the sixth grade level with adequate word recognition and comprehension. </li></ul><ul><li>Person responsible: Resource teacher </li></ul>

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