Orthopedic impairments vary widely but commonly affect mobility. Students may need seating accommodations, instruction focused on motor skills, assistive technology, and an understanding of their medical condition.
ADHD is linked to neurological issues and causes lack of focus, impulsivity, and inattention. Students benefit from extra time, individualized instruction, positive reinforcement, breaks, organizational help, and a structured environment with limited distractions.
Deafblindness combines hearing and vision impairments, disrupting daily life. Students require patience, respect, permission before touch, and communication through interpreters rather than intervenors.
Orthopedic impairments vary widely but commonly affect mobility. Students may need seating accommodations, instruction focused on motor skills, assistive technology, and an understanding of their medical condition.
ADHD is linked to neurological issues and causes lack of focus, impulsivity, and inattention. Students benefit from extra time, individualized instruction, positive reinforcement, breaks, organizational help, and a structured environment with limited distractions.
Deafblindness combines hearing and vision impairments, disrupting daily life. Students require patience, respect, permission before touch, and communication through interpreters rather than intervenors.
Orthopedic impairments vary widely but commonly affect mobility. Students may need seating accommodations, instruction focused on motor skills, assistive technology, and an understanding of their medical condition.
ADHD is linked to neurological issues and causes lack of focus, impulsivity, and inattention. Students benefit from extra time, individualized instruction, positive reinforcement, breaks, organizational help, and a structured environment with limited distractions.
Deafblindness combines hearing and vision impairments, disrupting daily life. Students require patience, respect, permission before touch, and communication through interpreters rather than intervenors.
Activities / Assessment Tasks A. Written Test Instructions: Complete the table with needed information. Disability Characteristics Educational Treatment/Need Orthopedic Impairment There are many different types of The majority of pupils with orthopedic disabilities. Neuromotor orthopedic impairments are deficits, degenerative illnesses, and concerned that it is a matter of musculoskeletal ailments are the three focusing on required academic main categories. The specific modifications. An educator may be characteristics of an individual with an required to meet the following orthopedic impairment will be determined modifications in order for a student by the type of disease, its severity, and to orthopedic difficulties to access a other personal factors. generalized curriculum:
Seating configurations that
encourage good posture and mobility Instruction that focuses on gross and fine motor skill development Assuring that augmentative communication and other assistive equipment are appropriate Adequate understanding of the student's medical condition and its impact ADHD offer accommodations for students This form of handicap is linked to to help them manage their ADHD, a person's neurological issues. including: Lack of focus, indecisive and compulsive habits, and being too Extra time on tests; reactive are all symptoms of Instruction and assignments ADHD. Hyperactivity, impulsivity, tailored to the child; and inattention are all symptoms Positive reinforcement and of ADHD in varied degrees. feedback; Using technology to assist with tasks; Allowing breaks or time to move around; Changes to the environment to limit distraction; and Extra help with staying organized. DEAF BLINDNESS deaf-blindness is a condition where a dealing with a deaf-blind learner on person experiences some level of both a one-on-one basis hearing and vision impairment to an Your best tools are patience, extent that it disrupts their ability to go respect, and a willingness to about life as usual. However, the actual find a way to connect. When approaching someone levels of hearing and vision impairment who is deaf-blind, introduce varies with each individual, though they yourself and speak directly to are usually severe enough to disrupt them. their ability to learn and communicate Unless it's an emergency, get permission before touching the person. A person with a vision impairment may be accompanied by a service animal. Service animals should not be distracted while working. Address the person directly, not the intervenor. If you don't know what to do, ask, "Can I assist?" DEAFNESS The following are some of the most Students with hearing difficulties typical deaf features seen in classrooms: can: Trouble following vocal instructions Oral expression difficulties Some They utilize hearing aids, cochlear social/emotional or interpersonal implants, or FM systems, which challenges, A degree of linguistic delay feature a teacher-worn is common. follows rather than leads. microphone/transmitter and a They will almost always have a problem student-worn receiver. with articulation. If their needs are not Any audio-visual videos used addressed, they can become quickly in the classroom must have frustrated, which can lead to behavioral real-time captioning. issues and Using hearing aids might require voice-recognition cause humiliation and fear of rejection software on their PCs to aid from peers. note-taking observe the speaker's mouth movements, facial expressions, and gestures in context to understand speech. This ability is known as lip-reading or speech- reading. communicate with others using ASL, Cued Speech, or other sign languages a translator is required to facilitate communication May require speech treatment as a result of delayed language or speech development need to seat closer to the front of the class in order to read lips or hear clearly require quiet areas instructions must be repeated TRAUMATIC BRAIN Traumatic Brain Injury (TBI) is a Students with traumatic brain INJURY condition induced by a head injury that injuries can benefit from the causes permanent brain damage. This following strategies. injury impairs normal brain function and Demonstrate new tasks and, may have long-term consequences for when possible, use illustrations, charts, and other how a person acts, moves, and thinks. A visual clues to illustrate ideas traumatic brain injury frequently affects and concepts. State directions clearly and go the following areas: through each step to make Memory and cognition, social skills, sure the pupil understands instructions. emotional control, attention, behavior, speech and language, and physical Paraphrase facts to help with health are some of the areas where recall. research is being conducted. Make frequent reviews and summaries. Go over everything again. Allow enough time to complete the assignment. TBI students frequently require additional time to digest material and finish tasks, as well as to respond to verbal cues and instructor queries. Encourage the use of timetables, checklists, and notebooks to help with daily information organization. Divide assignments into manageable chunks. Break down difficult jobs into steps.