PREPARED BY:

NATASHA BINTI MOHAMAD IDRIS

NURUL HIDAYAH BINTI MOHAMMAD
RAHIMAH BINTI NA’AIN
SYAFIKA IZUMI BINTI ABDUL
SYAHIDATUL FADZLINA BINTI JAMALUDDIN

2PISMP SCIENCE II
 Physical Disability

 A physical disability is any condition

that permanently prevents normal
body movement and/or control.

 There are many different types of

physical disabilities
 Down Syndrome

 Definition:

"Down syndrome or trisomy 21

(usually Down's Syndrome in
British English) is a
genetic disorder caused by the
presence of all or part of an
extra 21st chromosome.
 The condition is characterized by a
combination of major and minor
differences in body structure.

 Often Down syndrome is associated with

some impairment of cognitive ability and
physical growth as well as facial
appearance. Down syndrome is usually
identified at birth
 Teaching Strategies

 When a child has trouble

communicating or articulating, being
patient and modeling more
appropriate interactions and speech
can be very telling.

 Providing aid upon request (and

waiting for the child to ask for the
help rather than assuming that he/she
needs it) has also been recommended.
 Giving the choice and the
opportunity to ask for assistance
produces a sense of
independence that should be
encouraged at all times
Deafness/Hearing Disorders

 Definition:

Deafness/Ear Disorders
"Incapacity of perceiving sounds;
the state of the organs which
prevents the impression which
constitute hearing; want of the
sense of hearing.
 Teaching Strategies

 Slowing down slightly may help.

 Do not exaggerate your lip

movements or shout

 Have students sit closer to the

lecturer
 Always speak directly to the student, not to the
student's sign language interpreter.

 During class discussions, ensure that no more

than one person speaks at a time. When a class
member asks a question, repeat the question
before answering.

 Loss of visual contact may mean loss of

information for some students who are deaf or
hard of hearing. Unless the students are using
sign-language interpreters or real-time
captioners, be sure that the students have visual
contact with you before you begin lecturing.

 Avoid giving information while handing out

papers or writing on a chalkboard.
 Use captioned videos whenever possible. When
showing uncaptioned videos, slides, or movies
provide an outline or summary in advance.

 If the classroom must be darkened, be sure

that the student's interpreter is clearly visible.

 When reading directly from text, provide an

advance copy and pause slightly when
interjecting information not in the text.

 When working with the chalkboard or an

overhead projection system, pause briefly so
that the student may look first at the
board/screen, and then at the interpreter, to
see what is being said.
 Blindness

 Definition :

Inability to see with one or both

eyes. Transient blindness
(blackout) can result from vertical
acceleration causing high
gravitational forces,
glomerulonephritis (a kidney
disease), or a clot in a blood vessel
of the eye
 Teaching Strategies
 use familiar concrete materials as much as
possible until the student is ready for a
change .

 use concrete materials that are being

 used by other students in the class (good for

socializing, sharing experiences, comparing
achievement, maintaining integrity of
curriculum)
 use modelling of correct responses
to visual environment so student can
compare his/her responses to an
accurate model

 encourage student to measure

his/her own progress through the use
of charts, graphs, checklists and
timed activities
 change the environment
(incrementally) so the student can
practice transferring and
generalizing skills in a safe situation,
such as the classroom, hall or school
yard

 use a variety of age appropriate

materials, including games
 accompany all visual presentations
with verbal narration

 increase and vary the distances the

student is expected to explore
 Another disabilities

 These disabilities are generally ones

that become apparent at birth or
shortly thereafter. Types of physical
disabilities include, but are not
limited to:
 Cerebral Palsy

 Definition :

a loss of sensation or loss of ability to control

movement, which is frequently caused by
trauma at birth; mobility, vision, or learning
imparment is possibel but not present in all
cases. Mental retardation is also present in a
SMALL NUMBER of cases. For more information
about CP please return to CPIC.
 Spina bifida

 Definition :

a defective closure of the spinal column,

often there is a loss of sensation below the
defect, imparment in moving parts
controlled at that level of the spinal cord
and below; sometimes is accompined by
incontinence depending on area were
defect is/was located.
 Cystic fibrosis

 Definition :

inherited disease primarily affecting

the gastrointestinal and pulmonary
systems usually characterized by
chronic obstructive pulmonary
disease.
 Muscular dystrophies
 When a child has muscular dystrophy, this means
that the muscle fibres in the body gradually
weaken over time.

 Children can have different types of muscular

dystrophy.

 The most common type is Duchenne Muscular

Dystrophy which occurs only in boys.

 All types of muscular dystrophy are genetic even

though other family members may not have the
condition.
 STRATEGIES FOR
ADAPTING SCIENCE
INSTRUCTION TO
CHILDREN WITH PHYSICAL
DISABILITIES
1.Physically handicapped children long
to be normal and be seen as normal as
much as possible. Focus on what they
can do at all times.

2. Find out what the child's strengths

are and capitalize on them. These
children need to feel as successful too!

3. Keep your expectations of the

physically handicapped child high. This
child is capable of achieving.
4. Never accept rude remarks, name
calling or teasing from other children.
Sometimes other children need to be
taught about physical disabilities to
develop respect and acceptance.

5. Compliment appearance from time to

time. (I had a child with CP who took
immense delight when I noticed her new
hair barrettes or a new outfit).

6. Make adjustments and

accommodations whenever possible to
enable this child to participate.
7. Never pity the physically handicapped
child, they do not want your pity.

8. Take the opportunity when the child is

absent to teach the rest of the class
about physical handicaps, this will help
foster understanding and acceptance.

9. Take frequent 1 to 1 time with the child

to make sure that he/she is aware that
you're there to help when needed
 IN PREPARING THE
CLASSROOM
 Allow the student, his or her family
and classmates to help select
assistive technology devices.
 Have a specific activity in mind when
looking for a device rather than simply
purchasing an available device and
figuring out what to do with it.
 Seek help and advice from experts
outside the field of education.
 WAYS FOR PARENTS
HELP THEIR CHILDREN
STUDY
 Parent (in the wording of the School
Act) "...means, in respect of a student
or of a child registered under section 13,
a) the guardian of the person of the student
or child; b) the person legally entitled to
custody of the student or child; or c) the
person who usually has the care and
control of the student or child".
 If your child has a physical disability,
your love, encouragement, and
support can make all the difference,
helping him or her emerge with a
strong sense of self-confidence and
the determination to succeed.
 Parents play a vital role in the education of
their children with special needs by working
in partnership with educators and other
service personnel.

 advised to involve parents in the planning,

development and implementation of
educational programs for their children.
 They must enroll their school-age
child in an educational program in a
school district or independent school
or distributed learning school, or
register the child prior to home
education
 parent must consult with respect to
the student's educational program

 For children in care, boards should

ensure that the guardian is receiving
relevant information from the school.
 Your job as a parent is not to “cure” the learning
disability, but to give your child the social and
emotional tools he or she needs to work through
challenges.

 In the long run, facing and overcoming a

challenge such as a learning disability can help
your child grow stronger and more resilient.

 To ensure the best chance of success for your

child over the long term, focus on helping your
child develop important life skills and pay
attention to his or her physical and emotional
well-being.

 Last, but not least, make sure you take care of

yourself, too.
Tip 1: Emphasize healthy
lifestyle habits
 Diet
 Sleep
 Exercise
 In addition to healthy physical habits, you can
also encourage your child to have healthy
emotional habits.

 Listen when they want to talk and create an

environment open to expression. Doing so will help
them connect with their feelings and, eventually, learn
how to calm themselves and regulate their emotions.
Tip 2: Take charge of your
child’s education

 Learn the specifics about your

child’s learning disability.

 Research treatments, services,

and new theories.

 Pursue treatment and services at

home.
 Tip 3: Work with your
school
Understanding special education laws and your school’s
guidelines for services will help you get the best support
for your child at school.

 Your child may be eligible for many kinds of

accommodations and support services, but the school
might not provide services unless you ask for them.

 You’ll need superior communication and negotiation skills,

and the confidence to defend your child’s right to a proper
education. If you need help, one option is to hire a parent
advocate who can speak on your behalf.
Tip 4: Think life success,
rather than school success
 Success means different things to different people,
but your hopes and dreams for your child probably
extend beyond attending a top notch college, and
may include a fulfilling job, loving relationships, a
family and a sense of contentment.

 Your child’s life success depends, not on academics,

but on things like a healthy sense of self, the
willingness to ask for and accept help, the
determination to keep trying in spite of challenges,
the ability to have healthy relationships with others,
and other qualities that aren’t as easy to quantify as
grades and in exam scores.
Tip 5: Take care of yourself,
too

 Sometimes the hardest part of parenting is

remembering to take care of you.

 It’s easy to get caught up in what your child

needs, while forgetting your own needs. But your
physical and emotional resources are vital to your
job as a parent.

 You need to be relaxed, focused, and positive in

order to provide the encouragement, support, and
love your learning disabled child needs.
Tips for taking care of yourself:

 Learn how to manage stress and help your

children learn to regulate theirs
 Keep the lines of communication open – with your
child, your spouse, your family, and friends.
 Take care of yourself by eating well and getting
enough rest.
 Join a learning disorder support group to get
encouragement and advice from other parents.
 Enlist teachers, therapists, and tutors whenever
possible to share some of responsibility for day-to-
day academic responsibilities.
That’s all. Thank
you….