Definition

An orthopedic impairment is defined by the Individuals with Disabilities Education Act (IDEA)
as a severe orthopedic impairment that adversely affects a childs educational performance.
IDEA specifies that this term includes impairments caused by a congenital anomaly [birth
defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments
from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause
contractures). Put directly, orthopedic impairments involve physical disabilities which could
affect the academic process.

Common Traits
As IDEAs definition demonstrates, orthopedic impairments can stem from various causes.
While most of the causes listed are fairly self-explanatory, burns that cause contractures
warrants further explanation. The National Institutes of Healths Medline Plus Medical
dictionary defines contracture as a permanent shortening (as of muscle, tendon, or scar tissue)
producing deformity or distortion.
An evaluation is required for a disability to be classified as an orthopedic impairment. While the
exact requirements for such an evaluation vary by location, this process generally includes a
medical assessment performed by a doctor, detecting how the impairment may impact a childs
academic performance and observing the child in his or her educational atmosphere.

Educational Challenges
Considering the diversity in conditions that are embodied by the orthopedic impairments
category, educational challenges will differ case by case, and the strategies used in each
case should focus on a students unique needs. Possible academic barriers include:

Non-accessible transportation
Trouble maneuvering around the classroom
Difficulty navigating school hallways

Earning mandated physical education credit

Communicating effectively

Tips for Teachers and Parents

Parents, know your childs rights! For instance, IDEA requires schools to provide accessible
transportation to and from school, as well as within and in between school buildings. Teachers,
you will want to keep in mind mobility devices (such as wheelchairs, walkers, crutches and
canes) when arranging classroom furniture and assigning seats. For example, placing a student
who uses a walker close to your rooms entrance is usually more practical than placing him or
her in the middle of the classroom.
Navigating school hallways is an especially prevalent issue for junior high and high school
students because they move from class to class throughout the day. However, an individualized
education program (IEP) can indicate that a students schedule should be arranged to eliminate
excessive walking back and forth. In addition, students can be granted access to the schools
elevator to allow them to travel safely between floors.
Solutions to the physical education requirement should correspond to the students particular
physical abilities. A student with a more mild orthopedic impairment may be able to participate
in gym class, while a doctors note can excuse a student with a severe limitation from
participating.
Finally, the same strategies that are used to address communication difficulties in students with a
range of disabilities can be helpful for students with orthopedic impairments. These
include communication-based assistive technology and speech therapy