3 4 Brief History of the Field Brief History of the Field Early history Babies were often left to die if they were physically defective Middle Ages Religious influences resulted in more humane care ID: 919798
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Slide2Chapter Fourteen
Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
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Slide5Brief History of the Field
Brief History of the Field
Early history: Babies were often left to die if they were physically “defective”Middle Ages: Religious influences resulted in more humane care1890: First U.S. institution for children with physical disabilities (Industrial School for Crippled and Deformed Children), Boston originally planned for treatment and training, it deteriorated into a custodial care facility that segregated individuals with disabilities from society.Emergence of public education: Beattie v. State Board of Education (1919) stated that students with physical disabilities could be excluded from school because they produced a “depressing and nauseating effect” on other students!
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Slide6Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
School-age children receiving special education by disability during the 2011-2012 school year:
Orthopedic impairments (54,410 children)Traumatic brain injury (24,886 children)Other health impairments (734,348 children) Multiple disabilities (125,150 children)Deaf-blindness (1,378 children)
The first four categories represent approximately 16% of students receiving a special education with a range of .42% (TBI) to 12.68% (OHI).
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Slide7Federal Definitions Pertaining to Physical or Health Disabilities and Deaf-Blindness
Deaf-blindness means
concomitant hearing and visual impairment, the combination of which causes such severe communication and other developmental and educational needs that students cannot be accommodated in special education programs solely for children with deafness or children with blindness. Multiple disabilities means concomitant impairments (such as mental retardation–blindness, mental retardation–orthopedic impairment, etc.), the combination of which causes such severe educational needs that students cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
Slide8Orthopedic impairment
means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
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 education environment that 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 Adversely affects a child’s educational performance.
Slide9Traumatic brain injury
means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma
Slide10Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Chromosomal and genetic causes
Muscular dystrophy, sickle cell anemia, hemophilia, cystic fibrosisCHARGE Association (syndrome) and Usher syndrome are the two examples of genetic causes of deaf-blindnessTeratogenic causesTORCH – toxoplasmosis, other, rubella, cytomegalovirus, and herpes.Prematurity and pregnancy complicationsNeurological conditions, cerebral palsy, vision or hearing loss, intellectual disability
Acquired causes
Traumatic brain injury (TBI), child abuse, environmental toxins
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Slide12Categories of Students with Orthopedic Impairments
Neuromotor impairments
Cerebral palsy (CP)Four most common forms: spastic, athetoid, ataxic, and mixedClassified according to which limbs are affectedSpina biffidaDegenerative diseasesDuchenne Muscular Dystrophy (MD)Orthopedic and Musculoskeletal disordersJuvenile idiopathic arthritis (JRA) Limb deficiency
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Slide14Characteristics of Students
with Multiple Disabilities
Multiple Disabilities is an umbrella term that refers to individuals with concomitant impairments whose needs cannot be met in a special education program designed solely for one impairment. Examples:Intellectual disabilities and spina bifidaCerebral palsy and seizuresMuscular dystrophy and behavior disordersDeafness and AIDSLearning disabilities and asthma
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Slide15Characteristics of Students with Traumatic Brain Injury (TBI)
Traumatic brain injury:
Temporary or permanent injury to the brainOften mild, varies by area of brain injuryMay impair cognition and social/behavioral functioningAdded as a separate disability category under IDEA in 1990Often requires rehabilitative services
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Slide16Characteristics of Students with Other Health Impairments (OHI)
Major Health Impairments
Seizure DisordersAbsence seizures (formerly petit-mal)Loss of consciousness, appears trancelikeComplex partial seizureImpaired consciousness, involuntary movementsTonic-clonic seizures (formerly grand-mal
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Convulsive seizure, loss of consciousness
Asthma
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Slide17Characteristics of Students with
Other Health Impairments (OHI)
Infectious Diseases Acquired immune deficiency syndrome (AIDS)Human immunodeficiency virus (HIV) destroys immune system
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Slide18Characteristics of Students with Deaf-Blindness
Students with deaf-blindness represent an extremely heterogeneous population.
Students with deaf-blindness may exhibit cognitive deficits, physical impairments, and complex health needsAdditional considerationsSpeech and language developmentSocial and behavior skills
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Slide19Assessment of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Medical evaluation
Physician confirms diagnosis of physical or health conditionEducational evaluationsTeam determines if the disability negatively impacts educational performanceStudents with deaf-blindnessDevelopmental, rather than standardized, assessments are used in conjunction with informal observations
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Slide21Impact on School Performance
School performance of individuals with physical or health disabilities is impacted by the type of disability and its functional effects, in addition to psychosocial and environmental factors.
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Slide25Educational Considerations for Students with Physical or Health Difficulties
Physical/health monitoring
Modifications and adaptations of instruction, assessment, communication, physical environment, class participation, and use of assistive technology Specialized instructional strategiesSpecialized expanded curriculum areas
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Slide26Educational Considerations for
Students Who are Deaf-Blind
CommunicationOrientation and mobilityCollaborative efforts
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Slide27Services for Young Children with Physical Disabilities, Health Disabilities, and
Related Low-Incidence Disabilities
Early intervention services address:Collaborative servicesMotor developmentCommunication developmentUse of augmentative communicationBuilding of experiences
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Slide28Transition into Adulthood
Transition planning typically addresses:
Career planningPost-secondary educationEmployment opportunitiesDaily living skillsIndependent livingUse of technology
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Slide29Adults with Physical Disabilities,
Health Disabilities, and Related
Low-Incidence DisabilitiesCommunity acceptance and supportsPreventative medical careMedical and technological support Terminal illnesses
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Slide30Family Issues
Coping with stress
Daily living activitiesMedical interventionsTerminal illness
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Slide31Issues of Diversity
Physical, health, and related low-incidence disabilities occur in individuals from all backgrounds, cultures, and economic levels.
Lack of cultural bias in diagnosisCultural differences in coping with illness and disability
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Slide32Technology and Individuals with Physical Disabilities, Health Disabilities, and
Related Low-Incidence Disabilities
Computer accessAssistive technologyAugmentative communicationPositioning and seating devicesMobility devicesEnvironmental control and assistive technology for daily living
Assistive technology for play and recreation
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Slide33Computer assistive technology: Input, output, and processing aids allow computer adaptations
Augmentative communication: Forms of language that are used to supplement oral language
Positioning and seating devices: Provide proper positioning and seating for optimal learningMobility devices: Assistance in moving from one location to anotherEnvironmental control and assistive technology for daily living. Devices that control electronic appliances, modified daily items (toothbrush, hairbrush, utensils, dressing aids, etc.)Assistive technology for play and recreation devices used to access toys, adapted sports teams
Slide34Trends, Issues, and Controversies
Assessing capabilities and needs
Specialized technology, adaptations, instructional strategiesAppropriate curriculum
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