Physical disabilities that affect the body and interfere with educational performance are considered orthopedic impairments. Common causes include genetic abnormalities, diseases, injuries at birth or after. Three main types are neuromotor impairments of the nervous system, musculoskeletal disorders of bones and joints, and degenerative diseases that affect movement like muscular dystrophy. Students may have difficulties with motor skills, mobility, pain, and self-esteem that require accommodations and assistive technology to access education.

2. The most common of physical
disabilities

3. Any condition that interferes
with a student’s ability to use
his or her body.

4. a bodily impairment that is
severe enough to negatively
affect a child’s educational
performance.

5. • genetic abnormality
• disease
• injury
• birth trauma
• amputation
• burns
• other causes

6. • Spina bifida
• Diabetes
• Nervous system disorders
• Traumatic spinal cord injury
• Stroke
• Muscular Dystrophy
• Cerebral Palsy

7. 1. neuromotor impairments
 involve the central nervous system
(brain, spinal cord, or nerves that send
impulses to muscles)
 affect a child's ability to move, use,
feel, or control certain parts of the
body
 e.g. spina bifida, cerebral palsy, and
spinal cord injuries

8. 2.Musculoskeletal Disorders
Skeletal system impairments that
involve the joints, bones, limbs, and
associated muscles
include defects or diseases of the
bones and muscles, such as limb
deficiency or club-foot.

9. 3. Degenerative diseases
those that affect motor
movement such as muscular
dystrophy.

10. is a cleft spine, or incomplete closure
of the spinal column. It is the most
common permanently disabling birth
defect. Spina bifida occulta is the
mildest and most common form
Spina Bifida

11. Spina Bifida

12. With this type, the spinal cord develops
normally, but the meninges, or protective
covering, push through the opening in the
vertebrae. Meningocele can be repaired
surgically.
Meningocele.

13. Myelomeningocele.
It is the most severe form of spina
bifida.
The bones of the spinal cord do
not completely form and the spinal
canal is incomplete, resulting in
the spinal cord and meninges
protruding out of the child's back.

14.  It is a side-to-side curvature of the
spine, measured by x-ray
examination as greater than 10
degrees. It makes the shoulders,
hips, or both appear uneven and can
cause pain in the back.
Scoliosis

16. Cerebral Palsy
 It includes a number of chronic disorders that
impair movement control.
 appear early in life and generally do not worsen
as children age.
 caused by injury to parts of the brain that control
the ability to use muscles. The injury can occur
before birth, during delivery, or soon after birth.
 early signs normally appear by the
time a child is 18 months of age.

17. Three main types of CP
Spastic - where muscle tone is too high or too tight
Athetoid or dyskinetic CP, - can affect the whole
body with slow, uncontrolled movements and low
muscle tone
Mixed CP - a combination of the symptoms
from both athetoid and spastic CP.
- has some muscles that are too tight and others
that are too loose so that some movements are
involuntary and mobility is limited in other areas by
stiffness.

18.  It is a group of muscle diseases that weaken
the musculoskeletal system and hamper
locomotion. Muscular dystrophies are
characterized by progressive skeletal
muscle weakness, defects in muscle proteins,
and the death of muscle cells and tissue.
Muscular Dystrophy
 It often occurs in families with no known history
of the disease. Muscle weakness, rapid
progression, and difficulty with motor skills are
some of the characteristics

19.  problems with motor skills
Some students have associated speech
impairments or multiple disabilities
use various types of braces, prosthetic, and
orthotic devices before, after, or in place of
surgery. Others use adapted wheelchairs.
 social interactions often are limited

20.  may have pain and discomfort, may sleep
poorly and therefore be fatigued in
class
 Poor self-concept and poor self-
advocacy skills,
feel helpless or depressed as a result of
their physical disability

21.  a thorough medical evaluation of the child's
orthopedic impairment by a licensed
physician.
documentation of observations and
assessments
various checklists, inventories, rating
scales, and interviews

22. a parent and at least one of the child's
general education classroom teacher/s.
The team that assesses a child with an
orthopedic impairment must involve:
a licensed special education teacher,
school counselor and/or psychologist
a licensed physician, and other profession
personnel as appropriate.

23.  The Individuals with Disabilities Education
Improvement Act (IDEA) was
reauthorized in 1997 and 2004 and
includes provisions for children with
orthopedic impairments
Provisions:

24.  The Americans with Disabilities Act
(ADA), which was passed in 1990, includes
provisions concerning discrimination
against individuals with disabilities and
requirements that school facilities are
accessible to all.
 Students with orthopedic impairments also
may be eligible for accommodations for
general classroom inclusion under Section
504 of the Vocational Rehabilitation Act,
passed in 1973.

25. Programs:
• Inclusion in general education classes, but
some students may need services from
resource rooms, special classes, schools,
or residential facilities, as well as hospital
or homebound programs
• Setting up the appropriate placement,
services, and environment begins with
asking the student what he or she needs
and evolves through the assessment and
individualized education plan (IEP) process.

26. • To assist with academic tasks, a teacher
might secure papers to a student's work
area
• Provide writing instruments that require
less pressure to produce a mark, such as
felt-tip pens or soft lead pencils.
• Specialists such as physical therapists and
orthopedic therapists will be involved in the
educational assessment

27. In order for the student to access the
general curriculum, the student may require
these accommodations:
• Special seating arrangements to develop
useful posture and movements
• Instruction focused on development of
gross and fine motor skills
• Securing suitable augmentative
communication and other assistive devices
• Awareness of medical condition and its
affect on the student (such as getting
tired quickly)

28. Multiple types of assistive technology may
be used:
Devices to access information: These
assistive technology devices focus on aiding
the student to access the educational
material. These devices include:
 speech recognition software
 screen reading software
 augmentative and alternative communication
devices (such as communication boards)
academic software packages for students
with disabilities

29. Devices for positioning and mobility:
These assistive technology devices focus
on helping the student participate in
educational activities. These devices
include:
 canes
 walkers
 crutches
 wheelchairs
 specialized exercise equipment
specialized chairs, desks, and tables for
proper posture development

30. • Decreases in the rates of one of the
common causes of orthopedic impairment,
spina bifida.
• The implementation of campaigns to
promote folic acid supplementation for
women of childbearing age
• Parent involvement in children's learning is
positively related to achievement