SPED 508 By Kyanne Russell

  An orthopedic impairment is a bodily impairment that is severe enough to negatively affect a child’s educational performance.  They are also known as physical disabilities or other health impairments.  This disability category includes all orthopedic impairments, regardless of cause. Examples of potential causes of orthopedic impairment include genetic abnormality, disease, injury, birth trauma, amputation, burns, or other causes. Orthopedic Impairments

  Disabling physical problems such as those resulting from poliomyelitis, bone tuberculosis, cerebral palsy, amputations, and fractures or contractures from burns would be considered as orthopedic impairments under the IDEA.  People with orthopedic impairments usually need physical accommodations or assistive technology in work and life and have legal rights to this support under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of Orthopedic Impairments

  The U.S. Department of Education reports 5,971,495 students receiving special education services in the school year.  Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments. Orthopedic Impairment Prevalence

  The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas:  neuromotor impairments  degenerative diseases  musculoskeletal disorders Orthopedic Impairment Types & Characteristics

  A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems.  These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida. Types of Orthopedic Impairments

  Degenerative diseases are composed of various diseases that affect motor development.  The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers. Types of Orthopedic Impairments

  Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations.  Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency. Types of Orthopedic Impairments

  The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.  Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction. Orthopedic Impairments

  As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.  In order for the student to access the general curriculum, the student may require these accommodations:  Special seating arrangements to develop useful posture and movements  Instruction focused on development of gross and fine motor skills  Securing suitable augmentative communication and other assistive devices  Awareness of medical condition and its affect on the student (such as getting tired quickly) Orthopedic Impairment Accommodations

 Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:  Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)  Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)  Speech-Language Pathologists who work with the student on problems with speech and language  Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities  Other Therapists (Massage Therapists, Music Therapists, etc.) Orthopedic Impairment Accommodations

 Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:  speech recognition software  screen reading software  augmentative and alternative communication devices (such as communication boards)  academic software packages for students with disabilities Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:  canes  walkers  crutches  wheelchairs  specialized chairs, desks, and tables for proper posture development Orthopedic Impairment Assistive Technologies

  Primo! is a popular, easy-to-use, affordable dynamic device providing remote control of the immediate environment to give independence and reassurance for users and caregivers. Every Primo! system is tailored to meet the exact needs of each individual and can be adapted as users’ needs change.  Primo's! functionality also extends to the operation of enabling access to the internet, , electronic media, and desktop applications. Primo! can also provide full access to, and control of, communication aids giving freedom of expression and increased independence. Assistive Technology Primo! Touchscreen

  Primo! can be used as a simple system providing a limited number of functions or can be configured to control a comprehensive environmental control system incorporating remote control telephones, intercoms as well as many other items.  Primo! is quick and simple to set up and enables easy user adjustments for volume brightness and scan speeds. Users may operate the Primo! by touching individual cells, any part of the screen, or external switch. Primo! Touchscreen Environmental Control Unit

 Remote Control of:  TV, DVD, Digital, Satellite, and cable set top boxes  Lights  Curtains/Blinds*  Telephone*  Intercom and Doors*  Emergency contact - via phone, pager, alarm*  Bed, Riser/Recliner Chair  Communication Aids* Primo! Touchscreen Environmental Control Unit

  Can be programmed to perform over 179 functions  Easy to use, full on-board programming, no tools or hardware required  Built-in infrared capture  Macros (scenes) fully editable with up to 20 functions per macro  Changeable telephone numbers and basic functions  User-adjustable volume, brightness, and scan rate  Custom template design, 18 "get started" device templates – Satellite, DVD, bed, etc. Primo! Touchscreen Environmental Control Unit

  Technology/Environmental-Control-Units- ECU/Primo Technology/Environmental-Control-Units- ECU/Primo  Primo! Environmental Control Unit $2700 Primo! Touchscreen

  Technology/Environmental-Control-Units-ECU/Primo Technology/Environmental-Control-Units-ECU/Primo  Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.  Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.  p p Sources