SPE 300 Notes

Teaching Students with Disabilities

CHAPTER 12: PHYSICAL DISABILITIES

DEFINING PHYSICAL DISABILITIES

-          Special Disabilities are vast

-          Unless the condition requires service of a medical doctor, the school is responsible for accommodating

-          Physical Disability = Severe & Multiple Disabilities; Other Help Impaired; Traumatic Brain Injury; Orthepedically Impaired

CEREBRAL PALSY (pg 498-499)

                Characteristics

-          Damage to the brain controlling voluntary muscles

-          Actually a brain injury – caused by prenatal (infection, brain malformation), perinatal (lack of oxygen, infection), postnatal (brain injury, meningitic)

-          Muscles are not damaged at all, but muscles will weaker with age because lack of use

-          BRAIN damage will not worsen (it is not progressive)

-          This is NOT Hereditary

-          It can occur all the way up until the brain is fully matured (about 16 years old)

-          Depends on the type of injury and place of damage in the brain

-          There is a good chance that mental retardation can accompany cerebral palsy

Types

-          Spastic Cerebral Palsy (AKA Hypertonic)

o         Never handle one of these children alone or have another child help

o         Muscles         are very tight and can loosen without warning

-          Athetoid Cerebral Palsy (AKA Hypotonic)

o         Abrupt involuntary movement of the limbs

o         Tone can vary from one moment to another (may be able to hold a pencil one minute and not the next)

-          Ataxic Cerebral Palsy

o         Usually have a lack of coordination and balance and varying degrees of difficulty with sitting or standing

-          Mixed Form of Cerebral Palsy

o         Mixture of spastic and athetoid

o         Occurs when there is damage to more than one area of the brain

o         Usually accompanied with Quadriplegia – weakness or paralysis of all four extremities (legs and arms)

SPINA BIFIDA

Characteristics

-          There is some type of division, split, or hole in the spine

-          Occurs in pregnancy during the first trimester

-          Usually the spinal cord or covering bulges out

-          NOT progressive

-          Usually in the lower spine, but it can occur in other places as well

-          Most have normal learning capacities, but have learning disabilities

Types

-          Spina Bifida Occulta

o         Only a small portion of the vertebrae is missing

o         Not usually disabling – you can have it and not know it until you get an x-ray of your back

-          Meningocele

o         The covering of the spinal cord bulges out through a hole

o         Not usually disabling, can perform surgery

-          Myclomeningocele

o         The cover and spinal cord bulges out through a hole

o         Where on the back and the degree of nerves exposed depends on severity

o         Have to be placed in wheel chairs some can use braces or crutches

o         Usually associated with Incontinence – inability to control bladder or bowels

MUSCULAR DYSTROPHY (pg 506)

                Characteristics

-          This term designates a group of nine heredity muscle destroying disorders that vary in inheritance pattern, age of onset, initial muscles attacked and rate of progression

-          Only the types of dystrophy that is in the genes is hereditary

-          Any type of muscle deterioration (heredity, poor nutrition, etc.)

Types

-          Type I – Acute Infantile

o         Most severe

o         Present at birth – child is extremely weak

o         Progressive very rapidly

-          Type II – Intermediate

o         Symptoms show up within the first year

o         Initially it is bad, but lessens in severity

o         Can be associated with Paraplegia – impairment and limited use or no use of the arms

-          Type III – Juvenile

o         Appears after age 2 and into adulthood

o         Will cause you to loose strength most commonly in leg and hip muscles

o         Least severe and can usually lead a normal life

-          SPINAL MUSCLE ATROPHY (pg 508)

o         Inherited disease characterized by muscular atrophy and weakness

o         It attacks motor neurons that control the movement of voluntary muscles

o         Usually associated with scoliosis – a lateral curve of the spine

o         Get genetically tested for heredity

TEACHING IMPLICATIONS FOR PHYSICAL DISABILITIES (515)

-          Unless physical disabled students are mentally retarded, the curriculum is usually the same

COMMUNICATION IMPAIRMENTS

-          Find different ways to communicate

-          If you have special ed students, work closely with special ed teachers

ASSISTED TECHNOLOGY

-          Devices or services that restore, maintain or replace lost bodily functions through the use of technology

-          Voice recognition software

-          Technically, computers are the primary tools for assisted technology

-          Teachers can put notes on the internet for parents t download

-          Since 1988, a law was passed to attempt to make computers available for those in need to assisted technology

-          The purpose of assisted technology is to increase or maintain student mobility, communication, social relationships and overall class performance

-          Adaptive Equipment (517)

o        Includes instructional aids (overhead projector and tv) and playground equipment (pipe insulation, slide with lower slope, sandbox

o        Computers

§          As simple as word processor, or as complex and voice recognition software

§          Must be easy and apply to the situation

o        Medical Technology

§          Surveillance devices, Respiratory Assistance, Nutrition Assistance, Intravenous Therapy

§          Unless it is a procedure that a doctor has to do something, the school is held responsible

§          If you don’t know how to assist, tell them.  “I don’t know how to do this, but I am willing to learn”

o        Augmentative And Alternative Communication

§          Liberator – Etch-a-sketch looking this that you press button and it speaks what button you press

§          Laser Detectors – child points to what they are talking about

INCLUSION TIPS (527)

-          Always assume that the child can do what everyone else can do until they prove otherwise

-          Collaborate closely with all involved in helping the child

-          Treat them just like the other students

-          Provide extra time for them to complete their work

-          Get to know them and spend time with them to find out what they are experiencing

-          Read through list on 527 (help for modified lesson plans)

CHAPTER 9:  SEVERE AND MULTIPLE DISABILITIES

Physical disabilities are usually physical impairment

Severe or multiple disabilities usually include mental retardation

The extent of the disability is beyond mild or moderate levels

Both of these are usually together

Most are detected at birth

 IDEA Definition of Multiple Disabilities

Multiple disabilities means concomitant [at the same time] impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc) the combination of which causes such severe educational programs solely for one of the impairments.  This term does not include deaf-blindness.

CHARACTERISTICS OF MULTIPLE AND SEVERE DISABILITIES

-                Indicators Of Intellectual Functioning

o        Academic Skills

§          Varies from person to person

§          Some may have Functional academic skills – skills needed to function independently in the community

§          Some may be to make eye contact

o        Level of Awareness

§          May be short attention span or being unresponsive to people, noise, etc.

-          Adaptive Behaviors

o        Self-care Skills

§          Majority can maintain some level of independence in caring for their own needs.

o        Social Skills

§          Many do not have typical social interactions with others

-       Motor Development

o        Usually have a significant delay in motor development

o        Many learn to walk with assistance

o        Many suffer muscle atrophy – wasting away and reduction of the muscle usually from disease, injury or lack of use

-       Sensory Impairments

o        Usually have hearing and vision impairments

-          Health Care Needs

o        Frequently experience health care problems

o        Teachers are becoming responsible for their cares

o        Clean intermittent catheterization – involves inserting a catheter into the urethra to the bladder to drain off urine for collection in a basin

o        Gastrostomy Tube Feeding – involves feeding an individual through a tube that directly enters the intestine

o        Respiratory Ventilation – involves suctioning mucus from the respiratory tract through a small tube

-          Communication Skills

o        Usually experience communication challenges

o        Augmentative and alternative communication – techniques and devices used by students to supplement whatever degree of naturally acquired speech they possess

IDENTIFYING THE CAUSES OF SEVERE AND MULTIPLE DISABILITIES

-          No one identified cause of these

-          Genetic Metabolic Disorders

o        Can be caused from abnormalities in a parent’s genes

o        Metabolism – chemical processes that help break down toxins and move nutrients through the blood

o        Can cause dysfunction in the production of enzymes – proteins that speed up chemical reactions

-          Disorders of Brain Formation

o        Can be caused form abnormal development of the brain and spinal cord

o        Encephalocele – one is born with an opening in the skull in which brain tissues protrude

o        Amniotic Band Syndrome – fibrous bands on the outside of the placenta contract normal growth of fetus

-          Preventing Severe and Multiple Disabilities

o        Prenatal testing – identifies problems to prepare for treatment

o        Maternal education -

DETERMINING THE NATURE AND EXTENT OF SPECIAL EDUCATION AND RELATED SERVICES

-          Development Model

o        Teacher administers tests to see where the student is and if they have reached specific developmental milestones and skills

o        Teacher considers what particular skills a student needs in order to perform a particular behavior

-          Ecological Model

o        Teacher examines the environments within which a student is expected to function and identifying the specific activities and skills that the student needs to participate successfully there.

-          Behavior States

o        Seeks to identify their levels of awareness – their behavior states

o        Teacher learn when the students are most alert and responsive

-          Making Action Plans

o        Structured problem solving process for customizing students’ education programs

METHODS

-          Systematic Instruction

o        Follows a series of specific procedures

-          Partial Participation and Adaptations

o        Follows the idea of partial participation and the use of adaptations

INCLUSION

-          Learn to identify cues that trigger positive behaviors – reward appropriate behaviors

-          Use communication boards or other assistive technology to allow them to make their own needs & wants known

-          Provide direct instruction and task analyses in functional areas

-          Use times of alertness to give them choices for ways to respond and interact during instruction

CHAPTER 1: PRELUDES, LAWS, STUDENTS, AND STAFF

-          Disability affects nearly 15 percent of all students

-          Be careful not to negatively label students or group them into categories

-          Think of special education students from their abilities – not their disabilities

-          Greatest number of disabled student come from low income families who live in urban areas

-          Cross-categorical classes – those in which students with various kinds of disabilities are educated together

LEADERS WHO CHANGED SPECIAL EDUCATION (pg 14)

-          Lloyd Dunn (1968)

o        Questioned the efficacy of placing students with mild disabilities into special classes

o        Suggested that general education teachers should be provided with resources and consultation

o        Criticized using labels to describe the disabled

-          Evelyn Deno (1970)

o        Came up with a plan for serving children (Deno’s Cascade)

o        Committed to making schools more responsive to diversity among children

o        Argued that the special education system should serve as developmental capital to improve the effectiveness of public education for all students

o        In favor of individualized, student-centered education and against sorting children

-          James Gallagher (1972)

o        Concerned that students with mild disabilities were being retained in special education though their needs for special education had expired

o        Advocated for a contract that would safeguard against incorrect and permanent placements

o        His ideas lead to the formation of IEP (Individualized Education Program)

o         Individual Education Program

o         Every child has a specific program

o         Every teacher involved with the student must come to these meetings

o         The whole purpose of Special Education is to focus on LEVELING the playing field, not enhancing it.

o        Due Process should be done through mediator to try and work out agreement (get the student’s side)

When a situation occurs – make sure you write it down – have documentation!!!

TWO TYPES OF DISCRIMINATION

-          Before laws were passed, special education students were excluded from everything

-          Sometimes classified as having disabilities and they really didn’t

JUDICIAL DECISIONS

-          Provide free appropriate public education to all students with disabilities

-          Educate students with disabilities in the same schools and basically the same programs as students without disabilities

-          Put certain procedural safeguards so that students with disabilities can challenge schools that do not live up to the court orders

-          IDEA (pg 497 & 17)

o        Individual Disabilities Education Act

o        Federal law from Washington

o        “Orthopedic impairment” means a severe orthopedic impairment that adversely [negatively] affects a child’s educational performance.  The term includes impairments caused by congenital [heredity] anomaly (aids, cancer, clubfoot, absence of member, etc.), impairments caused from disease (bone tuberculosis, poliomyelitis, etc.) and impairments from other causes (e.g. cerebral palsy, amputations, and fractions or burns that cause contractures)

o        Very general and unspecific

o        Provides that all students with disabilities (ages 3-21) have FAPE (Free Appropriate Public Education)

o        Give assistance for states that provide for kids under 3

SIX PRINCIPLES

-          Zero Reject

o        No student can be excluded under the law

-          Nondiscriminatory Evaluation

o        Schools must fairly evaluate children to determine if they have a disability and to what extent

-          Appropriate Education

o        Must individualize the curriculum for each special child IEP & IFSP

o        Benefit standard – appropriate education does not exist is the student is regressing of little progress

-          Least Restrictive Environment  (LRE)

o        AN attempt to place students where they can be best served and around their peers the most

o        Mainstreaming, integrating

-          Procedural Due Process

o        The law safeguarding the child against school’s actions, including right to sue in court

-          Parental and Student Participation

o        Rule requiring schools to collaborate with parents and adolescent students in carrying out special needs

IDEA SECTION 504

-          NOT special education

-          Kids that have problems and need assistance, but they don’t qualify for special education

-          Kids with temporary disability (have an accident, but will get better)

ADA

-          Covers the civil rights

-          Why we have ramps, why we have elevators

-          Protects rights of any animal that assists or provides a service for person with a disability

CHAPTER 2: IMPLEMENTING IDEA’S PRINCIPLES

Medically Fragile Children

-               Have many characteristics of different disorders

Exceptionality – refers to individuals including children, youth and adults whose behavior and or features deviate from the norm either above or below to such an extent that special needs are present and certain services and/or supports may be warranted

Is it the child’s problems or is it the situations? It depends on how teachers tolerates

HANDICAPPED

-          What is handicapped for?  To level the playing field (like in golf)

-          Handicap places are not for the “handicapped”, but for the physically disabled

LABELING

-          Positive Effects

o         To get more money from the school

o         Sometimes labeling kids will help them to get the appropriate help and services that they need

-          Negative Effects

o         Students tend to get learned helplessness and believe that they can’t do something even if they try

o         Should refer to the person first, not their disability

51% of children in special education are learning disabled

21% of children in special education are speech/language impaired

High instance disability

Learning Disability

-          “Country Club” Disability

-          My child is not retarded, they have a learning disability