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ORTHOPEDIC AND NEUROLOGICAL IMPAIRMENTS orthopedic impairment involves the skeletal system--bones, joints, limbs, and associated muscles neurologic impairment.

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Presentation on theme: "ORTHOPEDIC AND NEUROLOGICAL IMPAIRMENTS orthopedic impairment involves the skeletal system--bones, joints, limbs, and associated muscles neurologic impairment."— Presentation transcript:

1 ORTHOPEDIC AND NEUROLOGICAL IMPAIRMENTS orthopedic impairment involves the skeletal system--bones, joints, limbs, and associated muscles neurologic impairment involves the nervous system, affecting the ability to move, use, feel, or control certain parts of the body Both types of impairments are frequently described in terms of the affected parts of the body: Wmonoplegia only one limb (upper or lower) is affected Whemiplegia two limbs on same side of the body are involved Wtriplegia three limbs are affected Wquadriplegia all four limbs (both arms and legs) are involved; movement of the trunk and face may also be impaired Wparaplegia only legs are impaired Wdiplegia impairment primarily involves the legs, with less severe involvement of the arms Wdouble hemiplegia impairment primarily involves the arms, with less severe involvement of the legs T 12.1 W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved.

2 CEREBRAL PALSY cerebral palsy a permanent disorder of voluntary movement and posture resulting from a lesion to the brain or an abnormality of brain growth Wone of the most prevalent physical impairments found in school-age children Wchildren with cerebral palsy may have little or no control over their arms, legs, or speech, depending on the type and degree of impairment Wusually does not get progressively worse as a child ages Wcan be treated but not cured Wis not a disease, not fatal, not contagious, and, in the great majority of cases, not inherited Wno clear relationship exists between the degree of motor impairment and the degree of intellectual impairment (if any): a student with only mild motor impairment may experience severe developmental delays, whereas a student with severe motor impairments may be intellectually gifted Wseizure disorders and sensory impairments are common in children with cerebral palsy Wcauses are varied and not clearly known; often attributed to the occurrence of injuries, accidents, or illnesses that are prenatal (before birth), perinatal (at or near the time of birth), or postnatal (soon after birth) Wincidence has remained steady over the past 20 years or so at about 1.5 in every 1,000 live births W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.2

3 TYPES OF CEREBRAL PALSY Cerebral palsy is classified according to muscle tone and quality of motor involvement; mixed cerebral palsy consists of more than one of these types. hypertonia (commonly called spasticity) characterized by tense, contracted muscles; movements may be jerky, exaggerated, and poorly coordinated; may be unable to grasp objects with fingers and may walk with a scissors gait (50% to 60% of cases) hypotonia weak, floppy muscles, particularly in the neck and trunk; most infants born with cerebral palsy have hypotonia, when it persists throughout the child's first year without being replaced with spasticity or athetoid involvement, the condition is called generalized hypotonia athetosis large, irregular, twisting movements; when at rest or asleep, there is little or no abnormal motion, but an effort to pick up a pencil may result in wildly waving arms, facial grimaces, and extension of the tongue; extreme difficulty in expressive oral language, mobility, and activities of daily living (20% of cases) ataxia poor sense of balance and hand use; may appear to be dizzy; movements tend to be jumpy and unsteady, with exaggerated motion patterns (1% to 10% of cases) rigidity extreme stiffness in the affected limbs; they may be fixed and immobile for long periods (rare type) tremor marked by rhythmic, uncontrollable movements; the tremors may actually increase when the children attempt to control their actions (rare type) W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.3

4 SPINA BIFIDA spina bifida a congenital defect in the vertebrae that enclose the spinal cord Wa portion of the spinal cord and the nerves that normally control muscles and feeling in the lower part of the body fail to develop normally Wmost children with spina bifida have some degree of paralysis of the lower limbs and lack full control of bladder and bowel functions spina bifida occulta mildest of the three types of spina bifida; only a few vertebrae are malformed, usually in the low spine; often not visible externally; may affect up to 10% of general population meningocele the flexible casing (meninges) that surrounds the spinal cord bulges through an opening in the infant's back at birth; usually does not cause any loss of function for the child myelomeningocele the most common and serious form of spina bifida; the spinal lining, spinal cord, and nerve roots all protrude Whigh risk of paralysis and infection Wthe higher the location of the lesion on the spine, the greater the effect on the body and its functioning Waffects about 6 in 10,000 live births in U.S. hydrocephalus the accumulation of cerebrospinal fluid in tissues surrounding the brain Waffects about 80% to 90% of children born with spina bifida Wcan lead to head enlargement and severe brain damage if left untreated Wtreated by the surgical insertion of a shunt, a one-way valve that diverts the cerebrospinal fluid away from the brain and into the bloodstream W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.4

5 SEIZURE DISORDERS (EPILEPSY) seizure disorder (epilepsy) chronic and repeated disturbances of movement, sensation, behavior, and/or consciousness caused by abnormal electrical activity in the brain Wnot a disease; constitutes a disorder only while a seizure is in progress Wspecific causes are not clearly known for about 70% of cases Wseizures may be largely or wholly controlled by anticonvulsant medications Wmany children experience a warning sensation, known as an aura, a short time before a seizure generalized tonic-clonic seizure (formerly called grand mal) the most conspicuous and serious type; the entire body shakes violently as the muscles alternately contract and relax; usually lasts about 2 to 5 minutes; may occur as often as several times a day or as seldom as once a year absence seizure (previously called petit mal) a brief loss of consciousness lasting anywhere from a few seconds to half a minute; child may appear to be daydreaming and may not be aware that he has had a seizure; no special first aid is necessary; may occur as often as 100 times per day complex partial seizure (also called psychomotor seizure) a brief period of inappropriate or purposeless activity; child may smack lips, walk around aimlessly, or shout; usually lasts from 2 to 5 minutes, after which the child has amnesia about the entire episode W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.5

6 PROCEDURES FOR HANDLING TONIC-CLONIC SEIZURES WKeep calm. Reassure the other students that the child will be fine in a minute. WEase the child to the floor and clear the area around him of anything that could hurt him. WPut something flat and soft (like a folded coat) under his head so it will not bang on the floor as his body jerks. WYou cannot stop the seizure. Let it run its course. Do not try to revive the child and do not interfere with his movements. WTurn him gently onto his side. This keeps his airway clear and allows saliva to drain away. WDON'T try to force his mouth open. WDON'T try to hold on to his tongue. WDON'T put anything in his mouth. WWhen the jerking movements stop, let the child rest until he regains consciousness. WBreathing may be shallow during the seizure, and may even stop briefly. In the unlikely event that breathing does not begin again, check the child's airway for obstruction and give artificial respiration. Some students recover quickly after this type of seizure; others need more time. A short period of rest is usually advised. If the student is able to remain in the classroom afterwards, however, he should be encouraged to do so. [Source: The Epilepsy Foundation of America, 1987] W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.6

7 DIABETES juvenile diabetes mellitus a chronic disorder of metabolism; affects the way the body absorbs and breaks down the sugars and starches in foods W children with diabetes have insufficient insulin, a hormone needed for proper metabolism and digestion of foods W affects about 1 in 600 school-aged children W without proper medical management, the diabetic child's system is not able to obtain and retain adequate energy from food W early symptoms of diabetes include thirst, headaches, loss of weight (despite a good appetite), frequent urination, and cuts that are slow to heal W insulin must be injected daily under the skin W most children with diabetes learn to inject their own insulin W a specific and regular diet is needed and regular exercise recommended hypoglycemia (too little sugar, also called insulin reaction or diabetic shock) caused by taking too much insulin, from unusually strenuous exercise, or from a missed or delayed meal W symptoms: faintness, dizziness, blurred vision, drowsiness, and nausea; child may appear irritable or have a marked personality change W concentrated sugar usually ends the insulin reaction within a few minutes hyperglycemia (too much sugar) a more serious condition resulting from too little insulin W onset is gradual--symptoms (sometimes called diabetic coma) include fatigue; thirst; dry, hot skin; deep, labored breathing; excessive urination; and fruity-smelling breath W a doctor or nurse should be contacted immediately W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.7

8 TRAUMATIC BRAIN INJURY WIt is estimated that each year 1 in 500 school-age children will be hospitalized with traumatic head injuries, 1 in 30 children will sustain a significant head injury by the age of 15, and 1 in 10,000 children will die as the result of head trauma. WTBI is the leading cause of death in children, occurring 5 times more often than leukemia, the second leading cause. WSignificant causes of head trauma include automobile, motorcycle, and bicycle accidents; falls; assaults; gunshot wounds; and child abuse. WSevere head trauma often results in a coma, an abnormal deep stupor from which it may be impossible to arouse the affected individual by external stimuli for an extended period. WSymptoms may include cognitive and language deficits, memory loss, seizures, and perceptual disorders; inappropriate or exaggerated behaviors ranging from extreme aggressiveness to apathy; difficulty paying attention and retaining new information. WStudents with head injuries reenter school with deficits from their injuries compounded by an extended absence from school. WThe child with a head injury returns to school when he or she is physically capable, can respond to instructions, and can sustain attention for 10 to 15 minutes (Ylvisaker, 1986). W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.8

9 VARIABLES AFFECTING THE IMPACT OF PHYSICAL IMPAIRMENTS AND CHRONIC HEALTH CONDITIONS Age of Onset WA child who acquires a physical impairment or chronic health condition early in life may have missed some important developmental experiences. WIn contrast, a teenager who loses the use of her legs in an accident has likely had a normal range of experiences throughout childhood but may need considerable support in adapting to life with this newly acquired disability. Severity WA minor or transient impairment is not likely to have lasting effects. WA severe, chronic impairment can greatly limit a child's range of experiences. Visibility WA condition’s visibility may affect how children think about themselves and the degree to which they are accepted by others. WAlthough orthopedic appliances and special devices meet important needs, they often have the unfortunate side effect of making the child look even more different from nondisabled peers. W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.9

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11 THE INTERDISCIPLINARY TEAM Physical therapists (PT) are involved in the development and maintenance of motor skills, movement, and posture. Wprescribe specific exercises to increase control of muscles and use specialized equipment, such as braces, effectively Wuse massage and prescriptive exercises; swimming, heat treatment, special positioning for feeding and toileting, and other techniques Wencourage motor independence, help develop muscular function, and reduce pain, discomfort, or long-term physical damage Wsuggest dos and don'ts for sitting positions and activities in the classroom Occupational therapists (OT) are concerned with a child's participation in functional activities (e.g., self-help, employment, recreation, communication, and daily living). Whelp children learn (or relearn) diverse motor behaviors (e.g., drinking, typing shoes) Wconduct specialized assessments and make recommendations to parents and teachers regarding the effective use of appliances, materials, and activities at home and school Speech-language pathologists (SLPs) provide speech therapy, language interventions, oral motor coordination (e.g., chewing and swallowing), and augmentative and alternative communication (AAC) services Prosthetists make and fit artificial limbs Orthotists design and fit braces and other assistive devices Biomedical engineers develop or adapt technology to meet students’ specialized needs Health aides carry out medical procedures and health care services in the classroom Medical social workers assist students and families in adjusting to disabilities W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.11

12 IMPORTANCE OF POSITIONING, SEATING, AND MOVEMENT Proper positioning, seating, and regular movement encourages the development of muscles and bones and helps maintain healthy skin. Proper positioning contributes to improved appearance, greater comfort, and increased health. WGood positioning results in alignment and proximal support of the body. WStability positively affects use of the upper body. WStability promotes feelings of physical security and safety. WGood positioning can reduce deformity. WPositions must be changed frequently. Proper seating helps combat poor circulation, muscle tightness, and pressure sores, and it contributes to proper digestion, respiration, and physical development. Be attentive to the following: WFace forward, in midline position. WShoulders in midline position and not hunched over. WTrunk in midline position; maintain normal curvature of spine. WSeat belt, pummel or leg separator, and/or shoulder and chest straps may be necessary for shoulder/upper trunk support and upright positions. WPelvic position: hips as far back in the chair as possible and weight distributed evenly on both sides of the buttocks. WFoot support: both feet level and supported on the floor or wheelchair pedals. W. L. Heward, Exceptional Children, 6e,  2000 by Prentice-Hall, Inc. All rights reserved. T 12.12


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