Page 50 - DEDU506_SPECIAL_EDUCATION_ENGLISH

Special Education

Notes • The learning environment needs to be positive.
• Capitalize on the student's strengths as much as possible.
• Be patient when the child is speaking, rushing a child with difficulties magnifies the frustration
level.

6.7 Prevention of Orthopedic Impairment

To prevent orthopedic impairments that result from preventable diseases, it is important to focus on
health education, nutrition and immunization. This includes relatively simple procedures such as
raising awareness of the importance of cleanliness, medical care, and nutrition for the development
of strong bones; monitoring births to avoid conditions resulting from complicated births; and
administering polio vaccinations to prevent polio and post-polio syndrome. There should be great
care of children at the time of playing and fun at the wrong and dangerous places to avoid accidents.
We should avoid rugh and careless driving.

6.8 Teaching Strategies of Orthopedic Impairment

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).
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 sills (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 student with disabilities.

• Other Therapists (Massage Therapists, Music Therapists, etc.). om

6.9 Teaching and Orthopedic Impairment Children
Children with orthopedic impairment can easily study in a regular school. This article describes
some ideas that teachers can use while teaching in a classroom with orthopedic impairment students.
Children with orthopedic impairment have a right to be in school and study with other children.
However, this requires a little adaptation and preparation. Children with orthopedic impairments
face many challenges on a daily basis. Part one of this series elaborates on these. This article focuses

44 LOVELY PROFESSIONAL UNIVERSITY