Teaching Students With Orthopedic And Physical Disabilities

At Farmington High School in Farmington CT, there is a PE class called unified sports. This was a PE class that had students with disabilities in it along with students without disabilities. The students signing up for this class knew that there were going to be students with disabilities mixed into the class. This was an adaptive PE class, but it gave the students a chance to teach and be leaders. The students had to come up with an adaptive lesson plan and teach it to the class. This activity had to be both appropriate and fun for both types of students. There were student of all abilities in this class. They ranged from students in wheelchairs who couldn’t talk or move, to students that were almost functioning perfectly. These

Teaching environment and style plays a crucial role in the child’s learning experience. According to Morris, “ direct experiences, observations and internalizations of concepts inherent in the environment are powerful determinants of child attitudes and

6) Orthopedic impairments - 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). (IDEA '97)

Educators in various health care disciplines are advocating for a curricula to better serve disabled patients because currently there are major disconnects between the disabled patients and the health care providers. These providers should be better equip to deal with persons who have varying disabilities, as well as making the disabled person feel welcomed and cared about instead of creating a feeling of a barrier. By doing this, the students can better understand how the disabled person experiences daily life, and can provide care accordingly.

Whether a child has a disability such as blind, deaf, one-arm, in a wheelchair, autism, or FXS, they still should have the same opportunities as all other students. However, when including a child with a disability, it is important to note each child’s difference and how each one learn and communicated to be able to work with each individual and meet their needs. One must know the many ways to prepare a physical education program for inclusion and appropriate modifications and motor movements for the

The task was number eight under the 13 Federal classifications, orthopedic impairment. This is defined as a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes

Children with disabilities need to be recognized as individuals as well as be valued for the people they will grow to be. In the classroom the growing process can be difficult to achieve depending on the nature and severity of the disability. Not all children will be served by full inclusion, some students have disabilities that require medical attention or physical facilities such as specially equipped bathrooms, ramps or elevators that may not be found in the traditional school building. For example, a child with severe cerebral palsy with severe limb constriction, lack of bowel control, inability to feed themselves and confined to a wheelchair, inclusion could cause more harm than good. This student requires medical aid to care for physical

In childcare Centre classroom environment is really important. Children are spending an enormous amount of their time in the classroom. In Reggio Emilia approach environment is considering as “a third teacher” because children can teach themselves if the environment is well designed. The classroom environment

Generally, the indirect environment set-up classroom environment, the activity areas remain fairly open free allow the circulation of children and allow teachers,’ to observe each child and encourage the child according his

According to the U.S. Department of Education, “approximately 46% of all school-age students who received special education services under the disability category of Orthopedic Impairment were educated in general classrooms. Twenty-three percent received resource room services. Finally, almost 1/3 received their education in a special classroom or more restrictive environment” (U.S. Department of Education). Inclusion for children with orthopedic impairments can be met with simple accommodations. Some of these include seating arrangements so that students can develop posture and proper range of motion, having instruction that focuses on developing fine and gross motor skills, having technology based assistance in the form of communication devices, and having the knowledge and awareness of the student’s medical condition. Another thing to be mindful of is the layout of your classroom, for example if a child is in a wheelchair, they will need to be able to move around the classroom without obstructions, also doorways should be assessable. There might also be a need for special furniture, especially considering that with orthopedic impairments proper posture and seating is vital to the child’s learning and comfort. In all the most important thing to remember is that children with orthopedic impairments face varying degrees of need, some may only need minimal modifications, while other my require more, so its important for teachers to work with other knowledgeable professionals to come up with the best course of

My classroom environment is designed in relation to the learning opportunities provided for students creating a positive, warm, and welcoming classroom environment. My classroom will foster a diverse atmosphere. This is important so each student may learn. I will have plenty of resources in my classroom that foster learning and allow students to feel comfortable. I will make my students feel comfortable in asking me questions. My classroom will be a tactile environment no items that will cause distraction to the students. I will also have items to help students relieve their anxiety. My classroom will foster student centered learning and students will be autonomous and will be able to work collaboratively on projects.

Orthopedic impairment is defined as children with issues that involve the skeletal bones, joints, limbs, and muscles. Additionally can involve neuromotor impairment which includes the central nervous which causes an impairment in mobility, sensation, movement control. According to the IDEA orthopedic impairment is defined as “severe orthopedic impairment that adversely affects a child educational performance. This term includes impairments caused by congential anomaly, impairments by disease, and other causes.” (Heward 2012)

There are many things needed to create an environment more conducive to learning for each student, some of which include:

My observations took place at a public elementary school, called Middleburg Elementary School, in Middleburg, PA. At the school, I observed a first-grade class for a total of five hours spread across two typical school days. The teacher who I observed was named Lauren Cuatt. This first-grade class that I observed was composed of eighteen students and one teacher. According to William Ayers, “the learning environment is a complex, living reflection of a teacher’s values.” Therefore Mrs. Cuatt’s values could be seen in the classroom environment that she created for her students.

Although certain setting characteristics that entice one kind of student may deter another type of student, there are several approach elements that can be used to make the student feel more relaxed. Approach elements in the classroom are imperative to a student’s learning and educational experience. The approach elements are the factors that make up an inviting and reassuring environment (Fisk, Grove, John, 2014, p.69). A university system will want to make sure it properly utilizes certain approach elements because students will learn better is a supportive comfortable learning environment (Young, 2014). Positive permanent approach elements present in room C228 include: noise level, temperature, and air quality.