C.

LEARNERS with
PHYSICAL
DISABILITIES
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PRESENTED BY: CAMILLE MILLENA
DENNIS TOLEDO
FRANCIS ANGELO LOSANDE
JERICO LORILLA
JOSHUA SEVILLANO
1.VISUAL IMPAIRMENT

Visual impairment is a term experts use
to describe any kind of vision loss,
whether it’s someone who cannot see at
all or someone who has partial vision
loss. Some are completely blind, but
many others have what’s called legal
blindness.
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A visual impairment may be caused by a
loss of visual acuity, where the eye does
not see objects as clearly as usual. It
may be caused by a loss of visual field,
where the eye cannot see as wide an
area as usual without moving the eyes
or turning the head.
I. Definition according to IDEA

Visual impairment including blindness
means an impairment in vision that,
even with correction, adversely affects
a child's educational performance. The
term includes both partial sight and
blindness.
 II. CAUSES

These systemic conditions may cause visual impairment :
1. Diabetes
2. Hypertension (high blood pressure)
3. Cerebrovascular (brain blood vessel) disease or stroke
4. Atherosclerotic disease (cholesterol deposits in blood vessels, including those of
the eye)
5. Human immunodeficiency virus (HIV) usually due to infection with
cytomegalovirus, a virus that affects the eye
6. Vitamin A deficiency
7. Infections involving the eyes
8. Some eye infections, including those caused by parasites, are more common in
developing countries. Infections in a pregnant woman can affect the fetus. This
type of vision loss, present from birth, is called congenital blindness.
III. SIGNS /SYMPTOMS

Common signs that a child may have a visual impairment include
the following:

 Eyes that don't move together when following an object or a face •

Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or
up and down, or eyes that do not seem to focus
 Eyes that bulge, dance, or bounce in rapid rhythmic movements
 Pupils that are unequal in size or that appear white instead of black
 Repeated shutting or covering of one eye (as noticed with Julian)
 Unusual degree of clumsiness, such as frequent bumping into things or
knocking things over
 Frequent squinting, blinking, eye-rubbing, or face crunching, especially
when there's no bright light present
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IV. TYPES OF VISUAL IMPAIRMENT


Most of us are familiar with visual impairments such as
nearsightedness and farsightedness. Less familiar
visual include:
 strabismus, where the eyes look in different
directions and do not focus simultaneously on a
single point;
 congenital cataracts, where the lens of the eye is
cloudy;
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 retinopathy of prematurity, which
may occur in premature babies when
the light-sensitive retina hasn't
developed sufficiently before birth;
 retinitis pigmentosa, a rare inherited
disease that slowly destroys the retina;
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2. HEARING IMPAIRMENT

I. Definition according to IDEA

 Hearing impairment is defined by IDEA as "an impairment in

hearing, whether permanent or fluctuating, that adversely affects
a child's educational performance."
 Deafness is defined as "a hearing impairment that is so severe
that the child is impaired in processing linguistic information
through hearing, with or without amplification."
 Thus, deafness may be viewed as a condition that prevents an
individual from receiving sound in all or most of its forms. In
contrast, a child with hearing loss can generally respond to
auditory stimuli, including speech.
 II. CAUSES

Causes of hearing loss include:
 1. Damage to the inner ear. Aging and exposure to loud noise may cause
wear and tear on the hairs or nerve cells in the cochlea that send sound
signals to the brain. When these hairs or nerve cells are damaged or
missing, electrical signals aren't transmitted as efficiently, and hearing
loss occurs.
 2. Gradual buildup of earwax. Earwax can block the ear canal and
prevent conduction of sound waves. Earwax removal can help restore
your hearing.
 3. Ear infection and abnormal bone growths or tumors. In the outer or
middle ear, any of these can cause hearing loss.
 4. Ruptured eardrum (tympanic membrane perforation). Loud blasts of
noise, sudden changes in pressure, poking your eardrum with an object
and infection can cause your eardrum to rupture and affect your hearing.
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Factors that may damage or lead to loss of the hairs and nerve cells in your
inner ear include:
 Aging. Degeneration of inner ear structures occurs over time.
 Loud noise. Exposure to loud sounds can damage the cells of
your inner ear. Damage can occur with long-term exposure to
loud noises, or from a short blast of noise, such as from a
gunshot.
 Heredity. Your genetic makeup may make you more susceptible
to ear damage from sound or deterioration from aging.
 Occupational noises. Jobs where loud noise is a regular part of
the working environment, such as farming, construction or
factory work, can lead to damage inside your ear.
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 Recreational noises. Exposure to explosive noises, such as from
firearms and jet engines, can cause immediate, permanent
hearing loss. Other recreational activities with dangerously high
noise levels include snowmobiling, motorcycling, carpentry or
listening to loud music.
 Some medications. Drugs such as the antibiotic gentamicin,
sildenafil and certain chemotherapy drugs, can damage the inner
ear. Temporary effects on your hearing - ringing in the ear
(tinnitus) or hearing loss can occur if you take very high doses of
aspirin, other pain relievers, antimalarial drugs or loop diuretics.
 Some illnesses. Diseases or illnesses that result in high fever,
such as meningitis, may damage the cochlea.
III. SIGNS/SYMPTOMS

To identify learners with difficulty hearing observe a student and see if
he/she does the following:
 1. Speaking loudly
 2. Positioning ear toward the direction of the one speaking
 3. Asking for information to be repeated again and again
 4. Delayed development of speech
 5. Watching the face of the speaker intently
 6. Favoring one ear
 7. Not responding when called
 8. Has difficulty following directions
 9. Does not mind loud noises
 10. Leaning close to the source of the sound
 IV. TYPES

There are four types of hearing loss:
 1. Conductive hearing loss is caused by diseases or
obstructions in the outer or middle ear (the pathways
for sound to reach the inner ear). Conductive hearing
losses usually affect all frequencies of hearing evenly
and do not result in severe losses. A person with a
conductive hearing loss usually is able to use a
hearing aid well or can be helped medically or
surgically.
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 2. Sensorineural hearing loss results from damage to the delicate
sensory hair cells of the inner ear or the nerves that supply it. These
hearing losses can range from mild to profound. They often affect
the person's ability to hear certain frequencies more than others.
Thus, even with amplification to increase the sound level, a person
with a sensorineural hearing loss may perceive distorted sounds,
sometimes making the successful use of a hearing aid impossible.
 3. A mixed hearing loss refers to a combination of conductive and
sensorineural loss and means that a problem occurs in both the outer
or middle and the inner ear.
 4. A central hearing loss results from damage or impairment to the
nerves or nuclei of the central nervous system, either in the
pathways to the brain or in the brain itself.
V. EDUCATIONAL CONSIDERATIONS


Hearing loss or deafness does not affect a person's
intellectual capacity or ability to learn. However,
children who are hard of hearing or deaf generally
require some form of special education services in order
to receive an adequate education. Such services may
include:
 regular speech, language, and auditory training
from a specialist;
 •amplification systems;
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 services of an interpreter for those students who use
sign language;
 favorable seating in the class to facilitate lip reading;
 captioned films/videos;
 assistance of a note taker, who takes notes for the
student with a hearing loss, so that the student can
fully attend to instruction;
 instruction for the teacher and peers in alternate
communication methods, such as sign language; and
counseling.
 SPEECH
IMPAIRMENT

 Speech and language impairment is defined as a communication
disorder that adversely affects the child's ability to talk,
understand, read, and write. This disability category can be
divided into two groups: speech impairments and language
impairments.
 There are three basic types of speech impairments: articulation
disorders, fluency disorders, and voice disorders.
 Articulation disorders are errors in the production of speech
sounds that may be related to anatomical or physiological
limitations in the skeletal, muscular, or neuromuscular support for
speech production. These disorders include: Omissions: (bo for
boat), Substitutions: (wabbit for rabbit), and Distortions: (shlip for
sip)
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 Fluency disorders are difficulties with the rhythm and timing of
speech characterized by hesitations, repetitions, or prolongations of
sounds, syllables, words, or phrases. Common fluency disorders
include: Stuttering: rapid-fire repetitions of consonant or vowel sounds
especially at the beginning of words, prolongations, hesitations,
interjections, and complete verbal blocks; Cluttering: excessively fast
and jerky speech; Voice disorders are problems with the quality or use
of one's voice resulting from disorders in the larynx. Voice disorders
are characterized by abnormal production and/or absences of vocal
quality, pitch, loudness, resonance, and/or duration.
 Speech-language pathologists provide a variety of professional
services aimed at helping people develop effective communication
skills.
 MULTIPLE PHYSICAL
IMPAIRMENT

 Multiple disabilities are defined in one regulation as "concomitant
impairments (such as mental retardation-blindness, mental
retardation-orthopedic impairment, etc.), the combination of which
causes such severe educational problems that they cannot be
accommodated in special education programs solely for one of the
impairments."
 This disability category includes those students with the most severe
physical, cognitive, and communicative impairments. The multiple
disability categories represent a wide range of specific conditions
and impairments. The best places for a classroom teacher to learn
about their individual student with multiple disabilities are past
assessments and Individualized Education Programs.
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 The next step in learning about the student is to form a
relationship with the student's parents, as they are really
the greatest experts on the capabilities of their child. Peer
tutoring has been proven to have positive results for
students with multiple disabilities in a number of separate
research studies. However, care must be taken that the
tutoring is not a one-way relationship, but is reciprocal.
 The student with multiple disabilities should also be able
to provide something to the tutoring process, even if it is a
simple social behavior. Some training on both sides will be
necessary to make this a fruitful support system.
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