Name: GUARDIANA ANGELLIT Date:11/18/23

Course: DSPED – Sec. 4 Professor: DR. CHERENLIE APAS

ACTIVITY 3: Physical and Health Disabilities

1. Define Physical and Health Disabilities

- Physical and health disabilities refer to conditions that affect an individual's physical
functioning and overall well-being. These disabilities can have various causes,
including congenital conditions, injuries, illnesses, or a combination of factors. It's
important to note that the impact of these disabilities can vary widely from person to
person, as everyone’s experience is unique.

2. What are the definitions of Orthopedic Impairment (OI), Other Health Impairment (OHI),
and Traumatic Brain Injury (TBI)?
- In the context of special education and disabilities, Orthopedic Impairment (OI),
Other Health Impairment (OHI), and Traumatic Brain Injury (TBI) are specific
categories recognized by the Individuals with Disabilities Education Act (IDEA) in the
United States. These categories help define and provide services for students with
disabilities. Here are the definitions for each:

Orthopedic Impairment (OI):

Definition: Orthopedic Impairment refers to a severe orthopedic impairment that

adversely affects a child's educational performance. This term includes impairments
caused by congenital anomalies (e.g., clubfoot, absence of some member, etc.),
impairments caused by disease (e.g., polio, bone tuberculosis, etc.), and
impairments from other causes (e.g., cerebral palsy, amputations, and fractures or
burns that cause contractures).

Characteristics: Students with orthopedic impairments may have difficulty with the
use of their limbs or extremities, may use assistive devices (e.g., wheelchairs,
crutches), and may require accommodations for mobility and accessibility.

Other Health Impairment (OHI):

Definition: Other Health Impairment refers to having limited strength, vitality, or

alertness due to chronic or acute health problems. This includes conditions such as
ADHD (attention deficit hyperactivity disorder), heart conditions, asthma, epilepsy,
and other health impairments that adversely affect educational performance.

Characteristics: Students with Other Health Impairments may experience challenges

in maintaining focus, physical stamina, or other health-related issues that impact
their ability to fully participate in academic and social activities.

Traumatic Brain Injury (TBI):

Definition: Traumatic Brain Injury refers to an acquired injury to the brain caused by
an external physical force, resulting in total or partial functional disability or
psychosocial impairment that adversely affects a child's educational performance.
The term includes open or closed head injuries resulting in impairments in areas
such as cognition, language, memory, attention, reasoning, abstract thinking,
judgment, problem-solving, sensory, perceptual, and motor abilities.

Characteristics: Students with Traumatic Brain Injury may have cognitive and
behavioral challenges that require specialized educational services and support.
The effects of TBI can vary widely depending on the severity and location of the
injury.
3. Create an infographics presentation of the following:
3.1What are the types and characteristics of the various types of cerebral palsy?
Spina bifida?
3.2What is the typical progression of Duchenne muscular dystrophy? What causes the
disorder?
3.3What are characteristics and possible causes of asthma?
3.4What effect does cystic fibrosis have on an individual’s body? What causes cystic
fibrosis?
3.5What are the major causes of TBI?
3. What are the characteristics of both Type 1 and Type 2 diabetes?
Type 1 Diabetes:
Autoimmune Condition:

Cause: Type 1 diabetes is an autoimmune disorder where the immune system mistakenly
attacks and destroys the insulin-producing beta cells in the pancreas.
Onset:

Age of Onset: Typically diagnosed in childhood or adolescence, although it can occur at

any age.
Insulin Dependency:

Insulin Production: Little to no insulin is produced by the pancreas.

Dependency: Individuals with Type 1 diabetes are dependent on insulin injections for
survival.
Symptoms:

Rapid Onset: Symptoms often develop rapidly and include excessive thirst, frequent
urination, unexplained weight loss, and fatigue.
Genetic Factors:

Genetic Predisposition: There is a genetic component, and individuals with a family history
of Type 1 diabetes may be at a higher risk.

Type 2 Diabetes:
Insulin Resistance:

Cause: Type 2 diabetes is characterized by insulin resistance, where the body's cells do
not respond effectively to insulin. Over time, the pancreas may produce less insulin.
Onset:

Age of Onset: Typically diagnosed in adulthood, but increasingly seen in children and
adolescents, especially in populations with lifestyle-related risk factors.
Insulin Production:

Insulin Production: Initially, the pancreas produces insulin, but over time, production may
decrease.
Symptoms:

Gradual Onset: Symptoms may develop gradually and include increased thirst, frequent
urination, blurred vision, and slow wound healing.
Risk Factors:

Lifestyle Factors: Linked to factors such as obesity, physical inactivity, unhealthy diet, and
genetics. Family history and age are also risk factors.
Management:

Lifestyle Modifications: Initially managed with lifestyle changes, including diet and exercise.
Medications: In some cases, oral medications or insulin may be prescribed to help manage
blood sugar levels.
Progression:

Progression: Type 2 diabetes is a progressive condition, and management strategies may

need to be adjusted over time.
5. What prenatal procedures can be used to identify many physical and health disabilities?

Ultrasound:

Purpose: Ultrasound imaging is routinely used during pregnancy to visualize the

developing fetus.
Detection: Ultrasound can help identify structural abnormalities, such as neural tube
defects, heart defects, limb abnormalities, and other physical anomalies. It is also used to
assess fetal growth and development.

Maternal Serum Screening (MSS):

Purpose: A blood test that measures specific markers in the mother's blood.
Detection: This screening can indicate an increased risk for chromosomal abnormalities
(e.g., Down syndrome), neural tube defects, and certain genetic conditions.

Cell-Free DNA Testing (Non-Invasive Prenatal Testing - NIPT):

Purpose: A blood test that analyzes fetal DNA circulating in the mother's blood.
Detection: NIPT is highly effective in identifying common chromosomal abnormalities,
including Down syndrome, Edwards syndrome (Trisomy 18), and Patau syndrome
(Trisomy 13).

Chorionic Villus Sampling (CVS):

Purpose: A diagnostic procedure involving the removal of a small sample of cells from the
placenta.
Detection: CVS can diagnose chromosomal abnormalities and some genetic disorders. It
may also provide information about certain physical abnormalities.

Amniocentesis:

Purpose: A diagnostic procedure in which a small amount of amniotic fluid is withdrawn for
analysis.
Detection: Amniocentesis can diagnose chromosomal abnormalities, genetic disorders,
and certain neural tube defects. It may also provide information about the fetus's lung
maturity.

Fetal MRI (Magnetic Resonance Imaging):

Purpose: A detailed imaging technique that provides clearer pictures of the fetus's
anatomy.
Detection: Fetal MRI is particularly useful for assessing the central nervous system and
detecting structural abnormalities in the brain and spinal cord.

Targeted Ultrasound Examinations:

Purpose: Specialized ultrasound examinations that focus on specific areas of the fetal
anatomy.
Detection: Targeted ultrasounds can be used to assess specific organs and systems,
helping identify abnormalities in the heart, kidneys, brain, and other structures.
6. What laboratory tests are used to identify Duchenne muscular dystrophy? Diabetes?
What brain imaging techniques are used to determine TBI?

Duchenne Muscular Dystrophy (DMD):

Laboratory Tests:
Creatine Kinase (CK) Levels: Elevated CK levels are often found in individuals with DMD.
CK is an enzyme released into the blood when muscle tissue is damaged.
Genetic Testing: DMD is primarily diagnosed through genetic testing, specifically identifying
mutations or deletions in the dystrophin gene.

Diabetes:

Laboratory Tests:
Fasting Blood Sugar (FBS) Test: Measures blood glucose levels after an overnight fast.
Oral Glucose Tolerance Test (OGTT): Evaluates the body's ability to metabolize glucose
by measuring blood sugar levels before and after consuming a glucose solution.
Hemoglobin A1c Test: Reflects average blood sugar levels over the past two to three
months.

Traumatic Brain Injury (TBI):

Brain Imaging Techniques:

Computed Tomography (CT) Scan: Often used in the acute phase of TBI to assess the
extent of damage, identify bleeding, and evaluate skull fractures.
Magnetic Resonance Imaging (MRI): Provides detailed images of the brain, helping to
identify structural abnormalities, such as contusions, hematomas, or diffuse axonal injuries.
Functional MRI (fMRI): Measures changes in blood flow and can be used to assess brain
function and identify regions that may be affected by injury.
Positron Emission Tomography (PET) Scan: Measures brain activity by detecting
radioactive glucose uptake, which can help assess areas of the brain affected by TBI.
Single-Photon Emission Computed Tomography (SPECT) Scan: Like a PET scan, SPECT
measures cerebral blood flow and can be used to evaluate brain function after TBI.

7. In a classroom, rehabilitation facility, or hospital setting that includes students with

physical or health disabilities, determine what types of adaptive equipment and assistive
technology are available and what their uses.

Text-to-Speech Software:

Use: Converts written text into spoken words, helping students with reading difficulties or
visual impairments access written content.

Speech-to-Text Software:

Use: Converts spoken words into written text, assisting students with difficulties in writing or
those who benefit from alternative input methods.

Word Processors with Predictive Text:

Use: Supports students with spelling and grammar challenges by providing suggestions
and corrections as they type.

Screen Readers:

Use: Reads aloud digital text and information displayed on the screen, enabling students
with visual impairments to access digital content.
Augmentative and Alternative Communication (AAC) Devices:

Use: Assists individuals with communication challenges, such as nonverbal students, by

providing a means to express themselves through speech-generating devices or
communication boards.

Electronic Math Worksheets:

Use: Allows students with difficulties in math or fine motor skills to complete math
assignments electronically, often providing step-by-step guidance.

Graphic Organizers Software:

Use: Helps students organize and visualize information, supporting learners with executive
functioning challenges or difficulties in structuring their thoughts.

Variable Speed Audiobook Players:

Use: Allows students to control the playback speed of audiobooks, accommodating

different reading paces and preferences.

Adjustable Desks and Chairs:

Use: Provides customizable seating arrangements for students with physical disabilities or
sensory needs, promoting comfort and accessibility.

Visual Timers:

Use: Assists students with time management by providing a visual representation of

elapsed time, supporting transitions and task completion.

Electronic Math Manipulatives:

Use: Offers virtual tools for students with difficulties in handling physical math
manipulatives, promoting interactive and accessible learning.

Braille Displays:

Use: Enables students with visual impairments to read digital content in Braille, fostering
accessibility in a technology-driven learning environment.

Noise-Canceling Headphones:

Use: Helps students with sensory processing challenges or attention difficulties manage
auditory distractions in the classroom.

Adapted Writing Tools:

Use: Includes tools like adapted grips, larger pencils, or specialized keyboards to assist
students with fine motor skill challenges in writing.

Interactive Whiteboards:

Use: Facilitates interactive lessons, engaging students of diverse abilities by providing

visual and interactive learning experiences.
 8. When a student with a physical or health disability requires assistance in self-help skills
such as toileting and eating, what do you think teachers’ role should be?

When a student with a physical or health disability requires assistance in self-help skills such
as toileting and eating, teachers play a crucial role in providing necessary support and creating
an inclusive learning environment. Here are some considerations for teachers:

Individualized Support Plans:

Collaborate with the student, parents, and relevant specialists to develop an individualized plan
that outlines specific needs, preferences, and strategies for providing assistance with self-help
skills.

Training and Communication:

Ensure that teachers and support staff are trained in the specific needs and procedures related
to the student's self-help requirements. Open and clear communication with all involved parties
is essential.

Dignity and Respect:

Prioritize the student's dignity and respect their independence as much as possible.
Encourage and empower the student to participate in self-help tasks to the best of their ability.

Assistive Devices:

Familiarize yourself with any assistive devices or adaptive equipment that the student uses for
self-help tasks. Provide necessary assistance in using and maintaining these devices.

Privacy and Sensitivity:

Ensure that assistance with toileting or eating is carried out in a private and respectful manner.
Sensitivity to the student's feelings and cultural considerations is crucial.

Consistent Routine:

Establish a consistent routine for self-help activities, including designated times for toileting
and meals. Consistency helps the student feel secure and provides predictability in their daily
routine.

Collaboration with Support Staff:

Work closely with any designated support staff, such as paraprofessionals or aides, to ensure
that the student receives appropriate assistance. Clearly communicate roles and
responsibilities among the support team.

Inclusive Classroom Environment:

Foster an inclusive classroom environment where all students, regardless of their abilities, feel
welcome and valued. Encourage peer support and understanding.

Promote Independence:

Gradually introduce and encourage independence in self-help skills whenever possible.

Provide opportunities for the student to practice and develop their abilities in a supportive
setting.
Regular Check-Ins:

Conduct regular check-ins with the student and their support team to assess the effectiveness
of the support plan. Adjust strategies and accommodations as needed to meet the evolving
needs of the student.

Educate Peers:

Foster an understanding and acceptance among classmates by educating them about the
student's needs and promoting empathy. This helps create a supportive social environment.

Advocacy:

Advocate for necessary accommodations and resources to support the student's self-help
needs. Collaborate with parents, administrators, and relevant professionals to ensure a holistic
approach to the student's well-being.

9. Do you consider yourself to have a physical and health disabilities? Reflect.

No. In a world where challenges often test our resilience, it's essential to pause and
appreciate the blessings we might take for granted. Today, I find myself reflecting on the
profound gratitude I feel for the gift of physical well-being. Not everyone is fortunate enough
to navigate life without facing health or physical disabilities, and recognizing this privilege is
a humbling experience.

The ability to move freely, unencumbered by physical limitations, is a precious gift that
often goes unnoticed until we encounter those who face daily battles with their health. It's
easy to get caught up in the hustle and bustle of life, but taking a moment to acknowledge
and appreciate the simple act of waking up with a healthy body is a powerful practice.

Imagine the joy of being able to go for a run in the morning, to dance with abandon, or to
explore new places without worrying about accessibility challenges. These seemingly
ordinary activities become extraordinary when we recognize that not everyone has the
same opportunities.

Being grateful for good health goes beyond the absence of illness; it extends to the
freedom to pursue our passions, to engage in activities that bring us joy, and to live life with
vitality. It's about savoring the taste of a delicious meal, feeling the warmth of the sun on
our skin, and relishing in the intricate beauty of the world around us.

Expressing gratitude for physical well-being also opens the door to empathy and
understanding. By acknowledging our privilege, we become more compassionate toward
those who face health challenges. It encourages us to extend a helping hand, offer support,
and cultivate a sense of community where everyone is valued for their unique abilities and
contributions.

As we navigate the journey of life, let us embrace gratitude for the incredible gift of physical
well-being. It's a reminder to cherish each day, celebrate the strength of our bodies, and
approach life with a profound sense of appreciation for the simple yet extraordinary
privilege of being able to live without physical limitations.
 10.Research about Physical Impairment and/or Health Disabilities and write the abstract of
the study.

Title: "Navigating Life with Resilience: A Qualitative Study on the Lived Experiences of Individuals with
Physical Impairments and Health Disabilities"

Abstract:

This qualitative research study explores the nuanced and multifaceted experiences of individuals living
with physical impairments and health disabilities. Recognizing the significance of understanding the
lived realities of this population, our study aims to shed light on the challenges they face, the coping
mechanisms they employ, and the resilience that characterizes their journey.

Through in-depth interviews and thematic analysis, we delve into the personal narratives of a diverse
group of participants, each navigating life with unique physical impairments or health disabilities. The
study explores the impact of these conditions on daily life, relationships, employment, and overall well-
being.

Preliminary findings suggest that individuals with physical impairments and health disabilities exhibit
remarkable resilience, drawing strength from various sources such as social support networks, adaptive
technologies, and personal determination. The study also highlights the importance of societal
attitudes, accessibility, and inclusive policies in shaping the experiences of this population.

The research contributes to the existing literature by offering a nuanced understanding of the
psychosocial aspects of living with physical impairments and health disabilities. By amplifying the
voices of individuals within this community, the study aims to inform policies, promote inclusivity, and
foster a greater understanding and empathy toward those facing such challenges.

Keywords: Physical impairments, health disabilities, resilience, lived experiences, qualitative research,
inclusivity, societal attitudes, adaptive technologies, psychosocial aspects.