Accommodations for Students with Physical Disabilities Chapter 5 David Goh

General Characteristics Mentioned in IDEA, Section 504 of Voc. Rehab. Physical disabilities may or may interfere with mobility, coordination, communication, learning and adjustment- academics rarely present a problem- but school absence and ignorance does Early intervention critical Most students with physical disabilities and health impairment may qualify special education services under IDEA –Orthopedic impairment –Other health impairment –Traumatic brain injury

Causes- Congenital or Acquired Car accidents Child Abuse Falls Gunshot wounds Diving Accidents Disease and infection

Categories Neurological impairments- dysfunction of brain, spinal injury, nerves Neuromuscular Disease- involves nerves and muscles Health impairments- includes asthma, cancer, prenatal substance abuse, diabetes

Characteristics- Most Common Types Cerebral Palsy Spina Bifida Epilespy Muscular Dystropy HIV and Aids Asthma

ID and Assessment Areas Activities of daily living Academic potential Adaptations for learning Communication Mobility Physical abilities and limitations Psychosocial development Transition skills

3 Principles in Making Accommodations Use other resources –Teaming and support services –Assistive technology –Making environmental modifications Change location of material, work surface modification, object modification, manipulation aids Be flexible with planning Be ingenious and creative

Things to think about Accessibility Transition Employment Length of life Discrimination

Need for Testing Accommodations Response demands on fine and visual motor speed and coordination, expressive oral and written communication, and sustained focus Anxiety and self-consciousness Seek advice of related service providers

Methods of Accommodations Seating –Separate location, breaks, breathing and positioning equipment, health Para professional, for kids in wheel chairs get a table, physical access and general accessibility Timing and scheduling –Extended or waived time limits, breaks, shorter testing periods spread over a couple of days Presentation –Do not use speed tests, adaptive equipment, seek advice from physical and occupational therapists, computers with voice activation, communication boards Response –Augmentative communication, assistive technology, slated writing table and other various equipment, computers

What Research Says on the Effects of Accommodations Few published studies that report benefits General consensus that these students need an equal playing field when being assessed Specific accommodations will vary based of student capability and the nature to the disability

Overall Recommendations Interpretation of results of high stake test should be based on multiple sources Get input of medical profession, family members, related service providers and teachers Responsibility of multidisciplinary team to be sensitive of individual student characteristics that impact learning Assessor needs to offer patience and encouragement Use assistive technology Student should have previous exposure to testing conditions. Give student direct instruction in general on test taking strategies to enhance overall performance