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Transcript of Physical Disabilities, Health Impairments, and AD/HD A guide for parents and students Presented by...
Physical Disabilities, Health
Impairments, and AD/HD
A guide for parents and
students
Presented by Michelle Thomas
Health Impairments
Case Study
Physical Disabilities
Introduction
• Cerebral Palsy
• Spina Bifida
• Spinal Cord Injuries
• Muscular Dystrophy
• Epilepsy • Diabetes
• Asthma • Cystic Fibrosis
• HIV and AIDS • AD/HD
• Description • Sample Lesson • Modifications
IDEA Definitions
(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that--
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child's educational performance.(IDEA 2004, 2004)
Categories
Orthopedic Impairments
• Skeletal – physical issues with the skeletal
system of the body.
• Neuromotor – issues with the central nervous
system that effects the movement of muscles.
Health Impairments
• Chronic or acute health problems.
Cerebral Palsy
Causes
Brain injury
due to:• Viral infection• Birthing issues• Fetal
development• Head injury
from car accident, fall or child abuse
Types• Monoplegia• Hemiplegia• Triplegia• Quadraplegia• Paraplegia• Diplegia• Double
hemiplegia
Characteristics• Lack of voluntary
muscle control• Poor coordination• Muscle spasticity• Speech and
swallowing issues• Weak muscles• Gross and fine motor
skill issues• Muscle tightness
(United Cerebral Palsy, 2001)
Cerebral Palsy
Treatments
Medications, surgery, and braces are sometimes used to help maintain or improve muscle and nerve coordination.
(United Cerebral Palsy, 2001)
Educational Strategies• Assistive technology for speech• Scribe for writing• Proximity placement of toys and other items• Physical, occupational and speech therapists• Velcro strips• Large desks for wheelchairs• Classroom set up• Tape recorder• Clip boards• Large writing implements• Recorded books
(Aiello & American Federation of Teachers, 1981)
Spina Bifida
Causes• Birth defect• Genetic• Environmental• Lack of folic acid
during first trimester
Types• Occult Spinal
Dysraphism• Spina Bifida
Occulta• Meningocele• Mylomeningocele
Characteristics• Muscle weakness• Loss of involuntary and
voluntary muscles below affected region
• Paralysis• Hydrocephalus• Loss of sensation and
feeling below affected region
(Liptak & Spina Bifida Association, 2008)
Spina Bifida
Treatments• Surgery• Regular doctor
visits• Shunt
Educational Strategies• Flexibility for surgery and doctor visits• Management of bathroom functions and
catheters• Learning issue modifications• Classroom set up• Higher desks for wheelchairs• Physical and Occupational therapists
(Liptak & Spina Bifida Association, 2008)
(National Dissemination Center for Children with Disabilities [NICHY], n.d.)
Muscular Dystrophy
Types• 40 different diseases
– Muscular
– Motor Neuron
– Metabolic
– Peripheral Nerve
– Inflammatory
– Neuromuscular Junction
– Endocrine
– Other
Characteristics• Difficulty in mobility• Difficulty in fine motor
skills• Difficulty in breathing• Fatigue• Irregular heart beat
Causes• Genetic• Viral infection• Bacterial
infection• Irregular
reaction to medication for infections
(Muscular Dystrophy Association, n.d.)
Muscular Dystrophy
Educational Strategies• Assistive technology and scribes for writing• Physical, occupational and speech therapy• Classroom set up• Higher desks for wheelchairs• Shortened school day• Meaningful interactions• Counseling on end of life issues• Sensitivity to emotional issues• Safe room or person
(National Institute of Neurological Disorders
and Stroke, 2009)
Teatments• Surgery• Drug therapies• Antibiotics
(Ainsa, 1981)
Spinal Cord Injuries
Causes• Sudden traumatic
blow to the spine– Car accidents
– Falls
– Sports injuries
– Physical abuse
Types• Bone
fragments• Fractures• Dislocation• Bruises• Tears• Compression• Nerve
damage• Sever
Characteristics• Damage begins at site of
injury– Motor impairment
– Loss of involuntary muscle response
– Sensory deprivation
– paralysis
(National Institute of Neurological Disorders and Stroke, 2010)
Spinal Cord Injuries
Treatments• Rehabilitation• Respiratory support• Steroids
(National Institute of Neurological Disorders
and Stroke, 2010)
Educational Strategies• Assistive technology and scribes for writing• Physical and occupational therapy• Classroom set up• Higher desks for wheelchairs• Counseling for trauma
(Carney & Porter, 2009).
Epilepsy
Causes• Head injuries• Anoxia at birth• Tumors• Genetics• Viral or bacterial
infection
Types• Generalized• Complex
partial• Simple Partial• Absence
Characteristics• Multiple seizures
– Drop toys
– Eyes flutter
– Sudden jerking motion
– Unresponsive
– Loss of consciousness
Treatments• Medication• Surgery• Diet
Educational Strategies• Avoid triggers• Aura identification and self-removal• Understanding of medication side-effects that
can impact learning
(Epilepsy Foundation, n.d.)
(Epilepsy Foundation, n.d.)
(Heward, 2009) (Heward, 2009)
(Heward, 2009)
Diabetes
Causes• Genetics,
metabolism, and environment
• Hyperglycemia• Hypoglycemia
Types• Type 1
– Lack of insulin production
• Type 2– Resistance to
insulin
Characteristics• Thirst• Lack of energy• Headaches• Weight loss• Slow healing of cuts• Frequent urination
Treatments• Medication• Diet• Exercise
Educational Strategies• Recognize symptoms• Have candy or juice in close proximity• Prompting for medication
(Heward, 2009)
Asthma
Causes• Chronic lung
disease– Allergy
– Air pollutants
– Stress
– Exercise
Types-Described by the causes of the onset of an asthma attack.
Characteristics• Wheezing• Coughing• Difficulty with breathing
Treatments• Medication• Counseling
Educational Strategies• Modifying curriculum for frequent absence• Homebound instruction• Avoiding triggers
(Heward, 2009)
Cystic Fibrosis
Causes• Genetic Disease
– Causes over production of mucus on membranes
TypesThere are no
specific types.
Characteristics• Difficulty breathing• Heart disease• Malnutrition• Poor development• Poor digestion
Treatments• Enzyme supplements• Mucus thinners• Antibiotics• Anti-inflammatory
Educational Strategies• Modifying curriculum for missed class time
for medical treatments• Learning issue modifications• Ensure caloric intake is high at lunch and
with frequent snacks (Cystic Fibrosis Foundation, 2009)
(Heward, 2009)
HIV and AIDS
Causes• Viral infection
– Virus is transmitted by body fluids
Types• HIV• AIDS
Characteristics• Suppressed immune
system• Frequent illness• Weigh loss• Developmental delays
Treatments• Medication
– No cure, but new drug therapies are being developed
Educational Strategies• Alleviation of fear by educating peers• Learning issue modifications• Modifications to curriculum due to missed class
time for illness• Counseling
(Heward, 2009)
AD/HD
Causes• Unsure
– Genetics
– Neurological
– Environmental
Types• Attention
Deficit Disorder
• Attention Deficit Hyperactive Disorder
Characteristics• Inability to stay on task• Impulsive behavior• Fidgeting• Lack of self-control• Poor organization• Easily distracted
Treatments• Medication• Behavior plans• Counseling
Educational Strategies• Seating placement• Prompting signals for attention specific items• Self monitoring behavior and activities
(Heward, 2009)
Case Study
Sally
11 y/o
Struggling with transition to 6th
grade
Disruptive in class & does not turn in
homework
Teacher brought up
concerns at first parent meeting. The group decided to do
an informal observation of the
student.
Student is diagnosed with AD/HD with the
help of her doctor and the informal observation tool.
Lesson Plan
Content Language Arts – Spelling and defining homophones
Standards Colorado Standards for Reading and Writing
3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. (Colorado Department of Education, 1995, p.3)
Software Title Internet Explorer
Learner Assessment The teacher introduces the lesson by asking students if anyone can spell the word two. She then spells it on the board and asks if anyone knows the meaning of the word. She then asks them if they can think of another way to spell the word. Then she asks if they can think of other words that sound the same, but spelled differently.
Level of Technology Use Students use the computer often in the classroom. They are familiar with finding research tools both online and within the classroom.
Pre/Lesson After the introduction, the teacher will list 15 pairs of homophones on the blackboard. The students will work with partners today and will use multiple sources to discover the meaning of the words identified with each spelling. They are then asked to draw a picture and write a sentence on their worksheet to be shared with the classroom and placed in a classroom book of homophones that will be photocopied and given to each student the following day. The last 15 minutes of class will be devoted to each set of partners sharing the information they have gathered on their homophone pairs.
Lesson Goals The student will recognize that sometimes words have different spellings.
The student will identify the meaning of common homophones.
The student will apply each word correctly in a sentence.
The student will utilize strategies of context and visual cues to assist them in learning the meaning of the word along with its correct spelling.
Modifications
The Lesson: After the introduction, the teacher will list 15 pairs of homophones on the blackboard. The students will work with partners today and will use multiple sources to discover the meaning of the words identified with each spelling. They are then asked to draw a picture and write a sentence on their worksheet to be shared with the classroom and placed in a classroom book of homophones that will be photocopied and given to each student the following day. The last 15 minutes of class will be devoted to each set of partners sharing the information they have gathered on their homophone pairs.
Modifications: Sally is paired with a student who helps keep her on task. The teacher checks in with her group first, making sure Sally understands the assignment. She helps the group map out a plan of attack on how to find the information and in what order they should approach their task. Finally, after checking in with other students, the teacher returns to Sally and her partner to ensure they are on task with the assignment. Additionally she asks Sally to explain to her the definitions for each word to ensure that Sally is participating and understands the meaning of the words she is writing.
Assessment: The teacher introduces the lesson by asking students if anyone can spell the word two. She then spells it on the board and asks if anyone knows the meaning of the word. She then asks them if they can think of another way to spell the word. Then she asks if they can think of other words that sound the same, but spelled differently.
Modifications: The teacher uses a cue to let Sally know she is going to ask her a question. The pre-arranged cue is for the teacher to walk in front of Sally’s desk and touch the corner of it as she passes by. This way she is bringing Sally’s attention back to the classroom and the task at hand.
Resources
For more information, please visit these sources:
Cerebral Palsy * United Cerebral Palsy Organization * http://www.UCP.org
Spina Bifida * Spina Bifida Association * http://spinabifidaassociation.org
Muscular Dystrophy * Muscular Dystrophy Association * http://www.mda.org
Epilepsy * Epilepsy Foundation * http://www.epilepsyfoundation.org
Cystic Fibrosis * Cystic Fibrosis Foundation * http://www.cff.org
Diabetes * American Diabetes Association * http://www.diabetes.org
HIV/AIDS * AIDS Healthcare Foundation * http://www.aidshealth.org
AD/HD * Attention Deficit Disorder Association * http://www.add.org
General information
National Institute of Neurological Disorders and Stroke * http://www.ninds.nih.gov
National Dissemination Center for Children with Disabilities * http://www.nichy.org
U.S. Department of Education – IDEA 2004 * http://idea.ed.gov
References
Aiello, B., & American Federation of Teachers, W. (1981). The Child With Cerebral Palsy in the Regular Class. Retrieved from ERIC database.
Ainsa, T. (1981). Teaching the terminally ill child. Education, 101(4), 397. Retrieved from Academic Search Premier database.
Carney, J., & Porter, P. (2009). School reentry for children with acquired central nervous systems injuries. Developmental Disabilities Research Reviews, 15(2), 152-158. doi:10.1002/ddrr.57.
Colorado Department of Education. (1995). Colorado model content standards for reading and writing. Retrieved February 28, 2010, from http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf
Cystic Fibrosis Foundation. (2009). Frequently asked questions. Retrieved February 28, 2010, from http://www.cff.org/AboutCF/Faqs/
Epilepsy Foundation. (n.d.). Epilespy: Frequently asked questions. Retrieved February 28, 2010, from http://www.epilepsyfoundation.org/answerplace/faq.cfm
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill.
References
Individuals with Disabilities Education Improvement Act of 2004, H.R. 1350 (2004).
Liptak, G. S., & Spina Bifida Association (2008). Spina bifida low lit. Retrieved February 24, 2010, from http://www.spinabifidaassociation.org/atf/cf/%7BEED435C8-F1A0-4A16-B4D8-A713BBCD9CE4%7D/Spina%20Bifida%20low%20litJune%202008.doc
Muscular Dystrophy Association. (n.d.). Diseases in the MDA program. Retrieved February 28, 2010, from http://www.mda.org/disease/40list.html
National Dissemination Center for Children with Disabilities. (n.d.). Spina Bifida. Retrieved February 24, 2010, from http://www.nichcy.org/Disabilities/Specific/pages/SpinaBifida.aspx#CharacteristicsSB.aspx
National Institute of Neurological Disorders and Stroke. (2009). NINDS muscular dystrophy information page. Retrieved February 28, 2010, from http://www.ninds.nih.gov/disorders/md/md.htm
National Institute of Neurological Disorders and Stroke. (2010). NINDS spinal cord injury information page. Retrieved February 28, 2010, from http://www.ninds.nih.gov/disorders/sci/sci.htm
United Cerebral Palsy. (2001). Vocabulary tips: Cerebral Palsy- facts & figures. Retrieved February 24, 2010, from http://www.ucp.org/ucp_generaldoc.cfm/1/9/37/37-37/447#what