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Orthopedic impairment presentation
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- 2. • “A severeorthopedic 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 isa 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 areusually 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 readingapproach: 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. • • • • • • • Assistive Technology Augmentative communication Mobilityskills Social skills Self-advocacy Vocational skills Leisure skills
- 9. • More timeto 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 forall handicapped children act 1975 • Must receive services that will facilitate instructional program • NASPE: physical educated person • • • • • 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. • • • • Models after generaleducation program Provide challenges not frustration Encourage cooperative learning Must meet all students needs.
- 16. • • • • • Sequence tasks Modifying facilities Timeadjustment 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.