Pgde 603 special needs education 2017 unit 3

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.
1

SENSORY DISABILITIES: VISUAL
IMPAIRMENT (1)
2

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.
3

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.
4

IMPAIRMENT(4)
Main causes of visual impairments:
Cataract
Tracoma
River blindness
Childhood blindness
Refractive errors
Low vision
Glaucoma
Diabetic retinopathy
Macular degeneration
Pterygium
(For explanations about the above causes of visual
impairments, do your own research!)
5

IMPAIRMENT (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).
6

IMPAIRMENT (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
7

SENSORY DISABILITY: HEARING
IMPAIRMENT (1)
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. 9

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. 10

IMPAIRMENT (4)
11
In profound
deafness, even
the loudest
sounds that can
be produced by
an audiometer
may not be
detected.

IMPAIRMENT (5)
Quantification of hearing loss
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

12

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.
13

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;
14

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.
15

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.
16

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
17

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.
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.
19

IMPAIRMENT(13)
Deaf culture
In Deaf culture, the terms Deaf and
Hard of Hearing are preferred.
20

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.
21

IMPAIRMENT (15)
Deaf learners
Deaf learners have no residual
hearing (greater than 90 decibels);
Deaf learners benefit from the use of
sign language.
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.
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.
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, …

25

26
Physical
impairment refers to
a broad range of
disabilities which
include orthopaedic,
neuromuscular,
cardiovascular and
pulmonary disorders.

Causes of physical disability
Physical disabilities may result from
permanent injuries to the brain, spinal
cord, spina bifida;
27

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). 28

Infants born with Spina
bifida sometimes have an open lesion
on their spine where significant
damage to the nerves and spinal cord
has occurred.
29

30
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.

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;
31

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.
32

SB may also cause bowel
and bladder complications, and
many children with SB have
hydrocephalus (excessive
accumulation of cerebrospinal fluid in
the brain).
33

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.
34

Children with SB 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.
35

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.
36

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 37

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. 38

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;
39

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.
40

People with physical disabilities often
must rely upon assertive devices such
as wheelchairs, crutches, canes,
and artificial limbs to obtain
mobility.
41

PHYSICAL DISABILITIES: SPECIAL
EQUIPMENT
(1)
42

EQUIPMENT
(2)
43

EQUIPMENT (3)
44

DEVELOPMENTAL
DISABILITY (1)
45
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.

DEVELOPMENTAL DISABILITY (2)
46

DEVELOPMENTAL DISABILITY
(3)
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.
47

DEVELOPMENTAL DISABILITY (4)
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, …
48

(5)
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.
49

(6)
Mental retardation
Many children with mental
retardation need help with adaptive
skills (skills needed to live, work,
and play in the community).
50

(7)
Mental retardation
 People with autism
display the
characteristics that are
categorized into three
areas of
psychopathology:
reciprocal social
interaction,
communication and
restricted, stereotyped,
repetitive behaviour.
Their education focuses
on enhancement of skills
related to these areas. 51

(8)
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.
52

DEVELOPMENTAL
DISABILITY (9)
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; …
53

(10)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
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.
54

(11)
Mental retardation
Supports or changes in the
classroom (adaptations) help most
students with mental retardation:
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;…
55

(12)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
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.
56

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.
57

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