TYPES OF LEARNERS:

WITH PHYSICAL DISABILITY

 Lesson Target
WHAT IS DISABILITY?
01
WHAT IS PHYSICAL DISABILITY?

02 CAUSES OF PHYSICAL DISABILITY

03 TYPES OF PHYSICAL DISABILITIES

ACCOMODATIONS FOR STUDENTS WITH PHYSICAL

04
DISABILITY

05 ROLES OF THE TEACHERS

what is disability?
A disability is any condition of the body or mind (impairment) that makes
it more difficult for the person with the condition to do certain activities
(activity limitation) and interact with the world around them
(participation restrictions).
 what is physical
disability?
A physical disability could affect their ability to move, achieve tasks, or
their dexterity; these can include brain or spinal cord injuries, multiple
sclerosis, cerebral palsy, respiratory disorders, epilepsy, hearing and visual
impairments, and more.

The physical disability can be permanent, temporary, or

even episodic; they can remain the same, steadily worsen,
or improve over time. It can be very mild to very severe.
 causes of
physical disability
 causes of
physical disability

They might be the result of an accident, an injury, obesity,

an infection, or another ailment. These might also be
triggered by hereditary problems.
 causes of
physical disability
HEREDITARY OR CONGENITAL
A person with a hereditary or congenital physical
disability has had the condition since birth,
developed the condition because of inherited
genetic problems, issues with muscle cells or the
person suffered an injury during birth.
ACQUIRED
A person can acquire a physical disability due
to a number of reasons. These can be severe
accidents, brain injuries, infections, diseases
and as a side effect of disorders and other
medical conditions, such as a stroke and
dementia.
 TYPES OF PHYSICAL
DISABILITIES
There is a vast number of physical disabilities, each affecting people
differently. Types include mobility impairment, visual impairment, hearing
loss, chronic fatigue or pain and seizures.
 2 MAIN PHYSICAL
DISABILITY GROUPS:
 Musculoskeletal
disability

affects the joints, bones and muscles and includes loss or deformity of
limbs.
neuro Musculoskeletal
disability

inability to move affected body parts due to diseases, degeneration or

disorder of the nervous system, resulting in physical disability.
 Cerebral
head injuries
palsy
Acquired Brain Injury (ABI) - Acquired brain
a group of conditions that affect movement and
injuries are due to damage to the brain after
posture. It's caused by damage that occurs to
birth and can be caused by a wide range of
the developing brain, most often before birth.
factors, including stroke, alcohol, drugs, lack
of oxygen or various diseases such as cancer.

spina bifida Traumatic Brain Injury (TBI) - Traumatic

Problems in the development of a baby’s spinal brain injury usually results from a violent blow
cord, resulting in a gap in the spine, causing spinal or jolt to the head or body.
nerves to be exposed.
 spinal cord tourette
injury syndrome
involves damage to any part of the spinal cord. It a neurological disorder which involves involuntary
also can include damage to nerves at the end of and repetitive vocalizations, sounds, and
the spinal cord, known as the cauda equina. movements called tics.

epilepsy dwarfism
also known as a seizure disorder, a brain condition a short stature (abnormal skeletal growth) which
that causes recurring seizures. can be caused by over 300 genetic or medical
conditions.
Cystic fibrosis
an inherited genetic condition, which affects the
body’s respiratory, digestive, and reproductive
systems. Multiple
sclerosis
occurs when the myelin sheath – protective
Muscular tissue around nerve fibers in the body – becomes
damaged, causing random patches or scars.
dystrophy
a group of genetic disorders that lead to
progressive and irreversible weakness and loss of
muscle mass.
Accommodations
for learners
with Physical
Disability
Understanding how to accommodate students with physical
disabilities and bringing them into practice are critical in an
inclusive learning environment.

Customizing accommodations effectively requires an

understanding of each student's specific needs.

individual needs
Accommodations for students with
physical disabilities must be tailored to
each student’s unique requirements,
ensuring an inclusive and supportive
learning environment.
Range of
Accommodations
From academic settings like reading, math,
and writing to physical activities in PE,
there’s a diverse range of
accommodations available, including
adaptive equipment, extended time, and
alternative assessment methods.
 Collaborative
Approach
Continuous collaboration between school staff,
therapists, students, and parents is crucial in
designing and implementing effective
accommodations.
Monitoring and
Feedback
Regular data collection and feedback are
essential to ensure that accommodations are not
only effective but also promote the student’s
growth and independence.
Empowering
Independence
The ultimate goal of all accommodations is to
foster a sense of self-reliance and independence
in students, enabling them to achieve their full
potential in an inclusive educational environment.
roles of the
teachers
 Along with strong administrative support and
understanding of how to meet the needs of
students with disabilities, special education and
general education teachers need to respect
one another and be open-minded about the
inclusionary philosophy.
Special education teachers help craft Teachers must examine students’
the lessons for inclusive classrooms to strengths, weaknesses, interests, and
ensure that the needs of students communication methods when crafting
with disabilities are considered. lessons.

To conduct regular assessments to

Implement a truly inclusive classroom. determine whether students are
achieving academic goals.
Every student benefits from inclusive educational systems, which also play a
significant role in reducing stereotypes. Schools facilitate the development
of social relationships and interactions by offering a framework for a child's
initial interactions with the world beyond their family. When students from
different backgrounds and abilities play, collaborate, and learn together,
respect and understanding develop.
“if they can’t learn the
way we teach, we teach
the way they learn.”
DR. O. IVAR LOVAAS
Thank you!
 group members:

Mary Charise Jan Marie Nica Mae Vanessa William Joennis

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