Physical Impairment,

Disability, and ADHD

Irfan Iftekhar
 Introduction

Physical Health Impairments

Disabilities
Epilepsy Diabetes
Cerebral Palsy
Spina Bifida Asthma Cystic Fibrosis
Dystrophy HIV and AIDS ADHD

Spinal Cord Injuries

 Definitions

(8) Physical impairment means an impairment that affects a child's

educational performance. This includes impairments caused by
a congenital anomaly, impairments caused by disease, and
impairments from other causes.
Health impairment means having limited strength, vitality, or
alertness, including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to the
educational environment, th
(i) Is due to chronic or acute health problems such as asthma,
attention deficit disorder or attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell
anemia, and Tourette syndrome; and
(ii) Adversely affects a child's educational performance.

(IDEA 2004, 2004)

 Categories

Orthopedic Impairments
Skeletal.

Neuro-motor.

Health Impairments

Chronic or acute health problems.

 Cerebral Palsy

Characteristics Causes Types

Lack of voluntary Brain injury Monoplegia
muscle control due to: Hemiplegia
Poor coordination Viral infection Triplegia
Spasticity Birth issues Quadraplegia
Speech issues Fetal Paraplegia
Weak muscles development Diplegia
Fine motor issues Head injury Double
Muscle tightness hemiplegia

(United Cerebral Palsy, 2001)

 Cerebral Palsy

Educational Strategies Treatments

Speech assistance through technology Medications,
Scribe for writing surgery, and
Toys to be placed very close braces.
Speech therapists (United Cerebral Palsy, 2001)

Velcro strips
Large desks for wheelchairs
DVD
Clip boards
Special writing implements
Audio books

(Aiello & American Federation of Teachers, 1981)

 Spina Bifida

Characteristics Causes Types

Weakness of muscle Birth defect Occult Spinal
Lack of involuntary and Genetic Dysraphism
voluntary muscles Environmental Spina Bifida
Paralysis Occulta
Lack of folic acid
Hydrocephalus during first Meningocele
Sensation loss and trimester Mylomeningocele
feeling below affected
region

(Liptak & Spina Bifida Association, 2008)

 Spina Bifida

Educational Strategies Treatments

Surgery and physicians assistance Surgery
Bathroom functions and catheters Visit by doctor
management Shunt
Modifications in learning issues
Higher desks for wheelchairs (Liptak & Spina Bifida
Association, 2008)
Occupational therapists

(National Dissemination Center for Children with Disabilities [NICHY], n.d.)

 Muscular
Dystrophy

Characteristics Causes Types

Loss of mobility Genetic 40 different diseases
Weak fine motor Viral infection Muscular
skills Bacterial Motor Neuron
Difficulty in breathing infection Metabolic
Fatigue Irregular Peripheral Nerve
reaction to Inflammatory
Irregular heart beat
medication for Neuromuscular
infections Junction
Endocrine
Other

(Muscular Dystrophy Association, n.d.)

 Muscular
Dystrophy

Educational Strategies Teatments

Scribes for writing Surgery
Speech therapy Drug therapies
Higher desks for wheelchairs Antibiotics
(National Institute of
Short days at school Neurological Disorders
and Stroke, 2009)
Understandable interactions
Holistic counselling

(Ainsa, 1981)
 Spinal Cord
Injuries

Characteristics Causes Types

Damage at the injury spot Sudden traumatic Bone
Motor impairment blow to the spine fragments
Loss of involuntary Car accidents Fractures
muscle response Falls Dislocation
Sensory deprivation Sports injuries Bruises
paralysis Physical abuse
Tears
Compression
Nerve
damage
Sever

(National Institute of Neurological Disorders and Stroke, 2010)

 Spinal Cord
Injuries

Educational Strategies Treatments

Scribes for writing Rehabilitation
Occupational therapy Respiratory support
Higher desks for wheelchairs Steroids
Counseling (National Institute of
Neurological Disorders
and Stroke, 2010)

(Carney & Porter, 2009).

 Epilepsy

Characteristics Causes Types

Multiple seizures Head injuries Generalized
Drop toys Anoxia at birth Complex
Eyes flutter Tumors partial
Sudden jerking motion Simple Partial
Genetics
Unresponsive Absence
Viral or bacterial
Loss of consciousness
infection
(Heward, 2009) (Epilepsy Foundation, n.d.) (Heward, 2009)

Educational Strategies Treatments

Avoid triggers Medication
Aura identification and self-removal Surgery
Understanding of medication side-effects that Diet
can impact learning (Heward, 2009)
(Epilepsy Foundation, n.d.)
 Diabetes

Characteristics Causes Types

Thirst Genetics, Type 1
Fatigue metabolism, Lack of insulin
and production
Headaches
environment Type 2
Loss of weight
Hyperglycemia Resistance to
Healing is slow insulin
Hypoglycemia
Frequent urination

Educational Strategies Treatments

Identify symptoms Medication
Have juice in close proximity Diet
Prompting for medication Exercise
(Heward, 2009)
 Asthma

Characteristics Causes Types

Wheezing Chronic lung -Described by
Coughing disease the causes of
Allergy the onset of
Difficulty with breathing
Air pollutants an asthma
Stress attack.
Exercise

Educational Strategies Treatments

Modifying curriculum for frequent absence Medication
Homebound instruction Counseling
Avoiding triggers

(Heward, 2009)
 Cystic Fibrosis

Characteristics Causes Types

Difficulty breathing Genetic Disease There are no
Heart disease Causes over specific types.
production of
Malnutrition
mucus on
Poor development membranes
Poor digestion

Educational Strategies Treatments

Modifying curriculum for missed class time Enzyme supplements
for medical treatments Mucus thinners
Learning issue modifications Antibiotics
Ensure caloric intake is high at lunch and Anti-inflammatory
with frequent snacks (Cystic Fibrosis Foundation, 2009)

(Heward, 2009)
 HIV and AIDS

Characteristics Causes Types

Suppressed immune Viral infection HIV
system Virus is AIDS
Frequent illness transmitted by
body fluids
Weigh loss
Developmental delays

Educational Strategies Treatments

Alleviate the fears Medication
Modify learning problems No cure but
therapy is helpful
Modifications to curriculum
Counseling

(Heward, 2009)
 ADHD

Characteristics Causes Types

Lack of attention Unsure Attention
Impulsive behavior Genetics Deficit
Neurological Disorder
Fidgeting
Environmental Attention
No self control
Deficit
Improper organization Hyperactive
Easily distracted Disorder

Educational Strategies Treatments

Seating placement Medication
Prompting signals for attention specific items Behavior plans
Self monitoring activities Counseling
(Heward, 2009)
 Research
Case Study

Pauline

11 years
Pauline is
Coping The teacher raises her
diagnozedwith
with transition to 7thh concern with the
ADHD by the
grade parents who decide to
doctor .
Disruptive in class put Pauline on
observation
 ADHD
All children are occasionally impulsive or unable to sit still or pay
attention. This is especially true of children in the early grades who
have not yet gained the maturity to know how to act appropriately in a
classroom or on a playground. But some children may seem to be
inattentive, fidgety, or impulsive much more often than others their
age. These children may have ADHD.
Children with ADHD can lead normal and productive lives. Children
with ADHD do best in a structured and predictable environment with
clear and consistent rules. If they are provided with this kind of
environment -- and loving support from adults who understand their
needs -- they can develop the confidence they need to succeed in
school and, later in life, at work.
 ADHD
Developing a good relationship with your childs teacher can help
your child succeed in school. Its a good idea to meet with the
teacher as soon as you have received a treatment plan from the
evaluation team, and find out what the teacher thinks you can do to
make the plan work for your child. Depending on the specific
recommendations in the plan, you might ask the teacher to seat your
child at the front of the classroom write out your childs assignments,
rules, and schedule modify the curriculum to fit your childs needs
reduce your childs workload break tasks down into small parts build
successes into your childs school work After your initial meeting, stay
in touch with the teacher.
 Strategies
Assessment: :Introduction of lessons by the teacher who asks students 'can anyone spell correctly the word
ONE'? Then on the black board the teacher asks if someone can tell the meaning of the word. After this
the teacher asks the students if the know any other way to spell the word. Lastly the teacher asksif they
know of any other word by the same sound but with a different spelling.
Modifications: The teacher then utilizes a cue to let Pauline know that she is going to be asked with a
question. It is a cue for the teacher who comes in front of Pauline and then touches her desk. This way
the teacher makes sure that she is able to bring Pauline's attention to her work.

The Lesson: Once the introduction is over, the teacher will list some homophone pairs on the board. Today
the students will work in pairs and will make use of various sources to know the meaning of the words
and also the spelling. The students are asked to draw some picture and then on their worksheet write a
sentence, this worksheet will be shared and placed in the classroom book of homophones. This
worksheet will later be photocopied and distributed among students. Last twenty minutes will be left for
the partners to share the information they have about their homophone pairs.
Modifications: Pauline is then paired with a student who helps her. The teacher then checks in and ensures
that Pauline knows the assignment. The teacher helps this group to map out an attack plan on how to get
the information and in what way they should be approached. Lastly the teacher checks in with the
students and comes back to Pauline to make sure that she along with her partner are working on the
task. Then she asks Pauline to describe her the definitions of each word to ensure that Pauline is
participating and knows the meaning of the words she is working at.
 Strategies
Set consequences. Let your child know exactly what will
happen if a firm rule is broken -- for example, if a restless
child unbuckles a seat belt in the car -- and make sure that
the child experiences the consequences as promptly as
possible. Praise your child often. Tasks or activities that
are easy for other children may be much harder for
someone with ADHD. Let your child know you understand
and appreciate the effort that goes into both everyday
activities and special projects. Reward good behavior.
Many parents find it helpful to let a child earn tokens (such
as stickers or chips) for good behavior that can be
exchanged for rewards, such as a later bedtime or an
extra hour of TV. You might also want to plan other kinds of
rewards tailored to your childs special needs or interests.
 Strategies
Education: A treatment plan should suggest ways that you
and your childs teacher can help at home and in school.
About 70 percent of all children diagnosed with ADHD can
learn in a regular classroom when the curriculum is
adjusted. These children do best with a teacher who has
experience with the condition and will work with them on
overcoming the difficulties they face. A treatment plan
should include information on your childs specific needs --
for example, written assignments, a seat near the front of
the room, or extra help in a resource room.
.
 References

Aiello, B., & American Federation of Teachers, W. (1981). The Child With Cerebral Palsy in the Regular Class.
Retrieved from ERIC database.

Ainsa, T. (1981). Teaching the terminally ill child. Education, 101(4), 397. Retrieved from Academic Search
Premier database.

Carney, J., & Porter, P. (2009). School reentry for children with acquired central nervous systems injuries.
Developmental Disabilities Research Reviews, 15(2), 152-158. doi:10.1002/ddrr.57.

Colorado Department of Education. (1995). Colorado model content standards for reading and writing. Retrieved
February 28, 2010, from http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf

Cystic Fibrosis Foundation. (2009). Frequently asked questions. Retrieved February 28, 2010, from
http://www.cff.org/AboutCF/Faqs/

Epilepsy Foundation. (n.d.). Epilespy: Frequently asked questions. Retrieved February 28, 2010, from
http://www.epilepsyfoundation.org/answerplace/faq.cfm

Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River,
NJ: Merrill.
 References

Individuals with Disabilities Education Improvement Act of 2004, H.R. 1350 (2004).

Liptak, G. S., & Spina Bifida Association (2008). Spina bifida low lit. Retrieved February 24, 2010, from
http://www.spinabifidaassociation.org/atf/cf/%7BEED435C8-F1A0-4A16-B4D8-
A713BBCD9CE4%7D/Spina%20Bifida%20low%20litJune%202008.doc

Muscular Dystrophy Association. (n.d.). Diseases in the MDA program. Retrieved February 28, 2010, from
http://www.mda.org/disease/40list.html

National Dissemination Center for Children with Disabilities. (n.d.). Spina Bifida. Retrieved February 24, 2010,
from http://www.nichcy.org/Disabilities/Specific/pages/SpinaBifida.aspx#CharacteristicsSB.aspx

National Institute of Neurological Disorders and Stroke. (2009). NINDS muscular dystrophy information page.
Retrieved February 28, 2010, from http://www.ninds.nih.gov/disorders/md/md.htm

National Institute of Neurological Disorders and Stroke. (2010). NINDS spinal cord injury information page.
Retrieved February 28, 2010, from http://www.ninds.nih.gov/disorders/sci/sci.htm

United Cerebral Palsy. (2001). Vocabulary tips: Cerebral Palsy- facts & figures. Retrieved February 24, 2010,
from http://www.ucp.org/ucp_generaldoc.cfm/1/9/37/37-37/447#what