Disability Awareness Training PI Definition Students determined to be Physically Impaired PI have medically diagnosed chronic physical impairment either congenital or acquired that may adversely affect physical or academic functioning and result in the need for special education and related ID: 918968
Download Presentation The PPT/PDF document "Physical Impairment (PI)" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Physical Impairment (PI)
Disability Awareness Training
Slide2PI Definition
Students determined to be Physically Impaired (PI) have medically diagnosed, chronic, physical impairment, either congenital or acquired, that may adversely affect physical or academic functioning and result in the need for special education and related services.
Examples: cerebral palsy, spina bifida, muscular dystrophy, spinal cord injury,
otegenesis imperfecta and arthrogryposis.
https://education.mn.gov/MDE/dse/sped/cat/phy/
Slide3Tips for working with PI students
Remove obstacles and arrange furniture to ensure clear passage to where you will sit and conduct any meeting.
Consider an assistive device as an extension of the person’s personal space.
Remember that most power wheelchairs are controlled by a hand-held device and should be left for the individual to control.
Speak directly to the person, not to an accompanying support person.
Always be patient and considerate of individuals whose disabilities require them to move or speak at a relatively slow rate.
If you are not sure what to do, ask, “Can I help?”
https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-physical-disabilities/
Slide4Classroom accommodations to consider
Some students with back problems may prefer to stand in lectures or classes, rather than sit.
Be flexible with the schedule. Students may arrive late or have to leave before the class is over due to adapted transportation services.
Replace written exams or assignments with an oral exam or presentation.Provide students with the classroom notes.
https://www2.unb.ca/alc/modules/physical-disabilities/implications-for-learning.html
Slide5Classroom accommodations to consider
Communicate with the student to find out what he or she can do. They may have areas where they have adapted to become more proficient at school.
If writing is difficult consider using a tape recorder.
Encourage communication to prevent isolation.If students use wheelchairs, where possible place yourself at their eye level when talking to them.
https://www.sess.ie/categories/physical-disabilities/cerebral-palsy/tips-learning-and-teaching
Slide6Create Independence
Provide prompts in the least intrusive way to the greatest.
1. Visual prompt- a visual schedule or a picture of the correct information
2. Gestural prompt- Allowing the learner to gesture in some way to give the correct response or tell what they want3. Verbal prompt- Giving a verbal cue or giving the direction more than once to instruct the learner what to do
4. Positional prompt- Placing the item or answer closer to the student so they are successful in completing their task
5.
Physical prompt- Physically guidance, hand-over-hand, in order to reach the item or complete the task
Slide7Independence
Provide choices
Avoid doing things for them
Provide challengesUse assistive devices when appropriateCollaborate with therapists and teachersEncourage peer interactionEncourage interaction with teachers and adults
Participate in all classroom activities
INCLUSION
Slide8Talk to me
Slide9