1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
This chapter describes a population who are more different than alike. On one end of the spectrum are children with health problems but almost no physical limitations such as those with ADHD, asthma, hemophilia, or seizure disorders. On the other are children with physical impairments such as cerebral palsy, spina bifida, or muscular dystrophy. Many students with physical or health impairments do not have cognitive impairments and can learn at the same rate as their non-disabled peers given the right accommodations and modifications. For no other group of exceptional learner is the continuum of educational services more relevant.
The actual number of children with physical impairments and other health impairments is much higher than those receiving services in those categories. Many children are served under other categories. In addition, order to quality for special education services the childŐs disability must adversely affect their educational performance.
The three variables that are critically important on a childŐs development are the age at which the disability was acquired (prenatal, perinatal, or postnatal), the severity with which the conditions affects different areas of functioning, and the visibility of the impairment.
Educational approaches for these children often involve the collaboration of an interdisciplinary team of teachers, physical, occupational, and speech therapists, and other health care specialists. Children with physical disabilities may also need environmental modifications such as wheel chair accessible classrooms, or other assistive technology.
How others react to a child with physical disabilities or health impairments is at least as important as the disability its self. In all cases it is important for teachers, classmates, and the general public to have an inclusive attitude toward this group of exceptional learners.
Chapter Outline and Objectives
PHYSICAL DISABILITIES AND HEALTH IMPAIRMENTS
List the key components of the federal definition of orthopedic impairment and other health impairments.
Discuss why there are more children with physical impairments and health care needs than those receiving services under those categories.
Compare and contrast a chronic condition and an acute condition that adversely affects educational performance.
Define and describe the types of physical disabilities discussed in this chapter.
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
List the defining characteristics of ADHD
Describe the eligibility requirements for a student with ADHD in order to receive special educational services under existing categories or through Section 504 of the Rehabilitation Act
List the possible causes of ADHD.
Describe the two main treatment approaches for ADHD.
CHARACTERISTICS
1. List the two characteristics that some children with physical disabilities and other health impairments share
2. List the two factors that affect the impact of a physical disability or a health impairment on childŐs functioning.
EDUCATIONAL APPROACHES
Describe other professionalŐs roles and responsibilities.
Discuss why collaboration and team work are especially important with this population of exceptional children
Identify environmental modifications and assistive technology necessary to enable more full participation in school
EDUCATIONAL PLACEMENT ALTERNATIVES
Identify and provide examples of the continuum of educational placement alternatives for children with physical impairments and special health care needs
CURRENT ISSUES AND FUTURE TRENDS
1. Identify the key topics related to more full inclusion in society.
Describe the new and emerging technology for persons with severe physical disabilities.