Download - Copyright © 2007 Allyn & Bacon Chapter 9 Physical Impairments and Special Health Care Needs This multimedia product and its contents are protected under

Copyright © 2007 Allyn & Bacon

Chapter 9

Physical Impairments and Special Health Care Needs

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Introduction to Special Education: Making a Difference

6th Edition


Focus Questions How are physical impairment and special health care

needs classified and organized? What are some steps teachers should follow to assist a

child who is having a seizure? What are the different types of cerebral palsy? How do students with ADHD qualify for special

education services? How can the learning environment be modified to

accommodate students with physical impairments and special health care needs?


Challenge Question

What are the barriers to the full inclusion of these individuals in society, and how can they be minimized?


History of the Field

Treatment dates to prehistoric times, but was often based in superstition and unsafe practices

Architectural barriers, though improving, are still problems

Brief timeline: 1861: William Little

describes cerebral palsy 1900: First public classes

for “crippled” children 1973: Section 504 of the

Rehabilitation Act is passed 1977: Section 504 is

implemented 1990: The Americans with

Disabilities Act is signed into law

1997: IDEA calls out ADHD in other health impairment category


Opportunities for a Better Future Incorrect stereotypes

about physical impairments are common

Physical perfection is often wrongly associated with goodness


Thinking about Dilemmas to Solve

How can the educational system best respond to their needs

Why some states use separate special education schools for students with physical disabilities while others do not

The impact of fully including all medically fragile students in general education classrooms on all of those directly and indirectly involved

The implications of including ADHD as a condition under the health impairments category

How teachers should be prepared to work with children with these special needs


Physical Impairments and Special Health Care Needs Defined

Physical impairments IDEA uses the term

orthopedic impairments Children have problems with

structure or functioning of their bodies

Includes impairments caused by:

Congenital anomaly Disease Other causes such as cerebral

palsy and amputations

Special health care needs IDEA uses the term other

health impairments IDEA describes these students

as having: Limited strength Chronic or acute health

problems Affected educational

performance Can be divided into two

categories Neuromotor Muscular/skeletal


Physical Impairments

Neuromotor impairments Brain and spinal

cord damage Includes:

Seizure disorders Cerebral palsy Spinal cord

disorders Polio Muscular dystrophy Multiple sclerosis

Muscular/Skeletal conditions include:

Juvenile arthritis Limb deficiencies Skeletal disorders


Assisting a Child who is Having a Seizure

Create a safe place free from hazards Loosen clothing Protect the head Call ambulance for seizures longer than five

minutes Keep individual calm when they return to

consciousness


Special Health Care Needs Chronic Illnesses

Asthma Sickle cell anemia Tuberculosis Childhood cancer Cystic fibrosis Congenital heart

defects Blood disorders Diabetes

Infectious Diseases HIV and AIDS Hepatitis B


Prevalence

In the 2003-2004,school year: .88% of all students were classified as having

“other health impairments” ( including students diagnosed with ADHD)

13% of all students were classified with physical disabilities

Both categories comprise 1% of all students


Prevalence of Some Special Health Care Needs

Asthma - 8% to 12% Cerebral palsy - 0.03% Epilepsy - <1% AIDS - < 5% ( in students 13 - 24) Sickle Cell Anemia- 8%


Causes and Prevention Causes

Allergies and infections Heredity Accidents and injuries Multiple factors “unknown”

Prevention Good prenatal care Universal immunization Avoiding injuries Medical treatment or

management

Teachers can help by: Referring sick children to

school nurse and parents Keeping play areas and

objects disinfected Having students wash their

hands frequently Using disposable gloves

when cleaning up an accident

Keeping classrooms free of pollutants


Environmental Modifications

Modifications vary widely and are based upon the needs of the student

Modifications may be required continuously or intermittently

The degree of modification required may range from none to home bound or hospital bound instruction.


Testing Accommodations

Accommodations Scheduling - providing extra time Setting - distraction free setting Directions - reading directions aloud /

simplifying directions Assisting during testing - reading each item


Early Childhood Education

Focus on the development of motor responses Body awareness, motor planning and mobility skills set

the stage for independence Communication skills must be encouraged Multi-disciplinary team members ensure development of

an effective program Students need to be positioned

properly


Elementary Through High School

School children may require special features and instructional accommodations such as: Adjusted schedules and extra time Accessible physical and learning environments Planning for health care in the classroom Creative solutions to lessen impact of absences Goals that foster independence Assistive technology


Collaboration for Inclusion Accessibility is important at

school, home, and in the community

Remove physical barriers Eliminate social barriers Participate in extra

curricular activities Inclusion in sports and

leisure time activities Coordination and

collaboration with multidisciplinary team members is crucial

More students with physical disabilities (46%) and those with special health care needs (44%) are receiving their education primarily in the general education class

Teachers are being called on to resume more medical management responsibilities due to:

Shortage of nurses Courts expansion of duties Local education budget cuts


Transition Through Adulthood

Students attaining a high school diploma

Physical disabilities - 63% Special health care needs –

67% Independent living is the

goal for many people Transition programs in

school can be helpful

Barriers to full participation include:

Coping with inaccessible environments

Dealing with bias, rejection, and discrimination

Difficulties living independently

Difficulties finding jobs Social rejection by people

without disabilities


Families

A child’s chronic illness can affect families in ways such as: Fatigue Low vitality Restricted social lives Preoccupation with decisions related to the child’s

illness Some families find that seeking out others with

similar problems is helpful


Technology Assistive technology

Help with independent living IDEA and courts have clarified its role as a related service IDEA does not cover medical services provided by physicians Includes high-tech devices such as computers and wheelchairs Includes low-tech devices such as communication booklets Individualizing and creativity are important

Cutting edge technology includes: Rehabilitation engineering including bionics and robotics Gait training laboratories Voice activated systems


Challenge Question

What are the barriers to the full participation of these individuals in society, and how can they be minimized?

Barriers include: Inaccessible environments Bias, rejection, and discrimination Difficulties living independently Difficulties finding jobs Social rejection by people without disabilities

Students require: Accessible physical and learning environments Acceptance and understanding Goals that foster independence Accommodations for learning, physical, and health needs Special teaching, scheduling, counseling, therapies, equipment, and

technology

Download - Copyright © 2007 Allyn & Bacon Chapter 9 Physical Impairments and Special Health Care Needs This multimedia product and its contents are protected under

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