Evidence-Based Strategies for Students with Physical Disabilities and Health Impairments

Evidence-BasedStrategies for Students with Physical Disabilities and HealthImpairments

Evidence-BasedStrategies for Students with Physical Disabilities and HealthImpairments

Studentswith physical disabilities and whose health is impaired in some wayhave unique and special educational needs that require their tutors,fellow students as well as the whole society to handle them withcare. Teachers are required to have specialized knowledge as well asskills so as to provide the needed education for such students. Thereare quite a number of practices as well as evidence-based strategiesthat the educational system can integrate in the curricula as well assyllabi to make life of such students better at school. Indispensableskills such as making moderate modifications, using effectiveassessment strategies, specialized instructional strategies and manyothers can assist education create a healthy environment and beaccommodating for students with physical disabilities and healthimpairments.

Teachersthat handle students with orthopedic impairments and physicaldisabilities need to have a generic licensure or certification on thefield of orthopedic impairments. Researches have shown that thesetraining are just beginning to pick-up currently. This shows thatmany teachers that were handling students with physical disabilitiesand orthopedic impairments were not well trained for the job[ CITATION Kat12 l 1033 ].According to this report, around 60% ofteachers who were responsible for taking care of students withorthopedic impairments and physical disabilities did not have therequired skills, knowledge and training of doing so. The skills thatthese teachers were lacking included seizure management, modifyingreading for students who are nonverbal, instructional adaptations aswell as assistive technology[ CITATION Kat12 l 1033 ].Students with physical disabilities and health impairments require aknowledgeable tutor to evaluate as well as provide appropriateadaptations to tests and evaluation equipment [ CITATION Kat12 l 1033 ].

Tostart with, strategiesfor engagement and participation in instruction for language arts andmath using common core standards should be put in place by allstakeholders to enable students with physical disabilities and healthimpairments have an ample time at school. Specialized instructionalstrategies, such as having proper trained teachers to handle thesestudents will help a great deal. Teachers that are certified to teachstudents with physical disabilities and health impairments shouldbecome conversant with the type of a condition that a student issuffering from. This will give them a platform to understand more howto handle these students. For instance, there are students withspinal problems while others have a mental malfunction problem.Furthermore, strategies such as Nonverbal reading Approach forStudents with speech disabilities are laid down to teach internalspeech as well as evaluate if students are reading the designed wordsin a correct manner via the use of analytical distractor array(Heller, Fredrick, &amp Diggs, 1999). These strategies will helpteachers not only to continually monitor student performance andlearning needs, but they will also help them to adjust what theyteach or how they teach so as to improve student learning [ CITATION Kat12 l 1033 ].Teachersof students with physical disabilities and health impairments shouldlearn to engage these students in various competition practices so asto elevate the self-esteem of these students array (Heller, Fredrick,&amp Diggs, 1999). Self-efficacy of students with disabilities canbe boosted if the teachers who teach them identify the areas thatthey are strong in and encourage them to do well in those areas.Students with disabilities may feel frustrated that they are not ableto solve a certain mathematical problem or even read. Integrating theuse of technology can help such students to perform better. Forinstance, the use of a hand-held calculator or spreadsheets such asMicrosoft excel for students that are diagnosed with dyscalculia canhelp them write numbers in a proper way [ CITATION Kat12 l 1033 ].Another strategy that teachers who teach students with disability inmathematics can use is manipulating information. Manipulative devicesare seen to create a conceptual understanding of mathematicaltheories beyond the mere formulaic models of traditional mathematicalcourse work [ CITATION Bob11 l 1033 ].This is according to Crawford and Brown.

Theenvironment for students with physical disabilities and healthimpairments has to be a contusive one that will encourage andmotivate these students to perform better in their academics.According to DPHD CriticalIssues and Critical Committee of 1999, theenvironment has to be safe and all teachers need to maintain a safeand a healthy on for their students who have physical disabilitiesand health impairments [ CITATION Kat12 l 1033 ].This doesn’t not only include being conversant with the students’disability, but teachers have to monitor for particular problems inan active way. IndividualizedHealthcare Plans (IHPs) can assist teachers know what steps to followand precautions to take should problems arise suddenly. In case ofother emergency situations that might occur besides the students’health, special education teachers that are responsible for thesestudents have to have a way of assessing and evaluating theevacuation procedures for students with mobility problems. First aidstrategies can be really helpful for students who may be injuredduring the evacuation time. Another very important factor to consideris that students with physical disabilities time and again haveteething troubles with bodily fluids. These troubles include droolingand inability to toilet train because of physical factors[ CITATION Kat12 l 1033 m Bob11].Teachersof such students should make sure that they implement certainuniversal precautions such as useof gloves to make the environment accessible by both the students andteachers. Modifications as well as assistive technology should be putin place by special teachers to assist students with disabilities tomove, communicate and interact with each other (Heller, Fredrick, &ampDiggs, 1999).

Strategiesfor promoting social skills are vital for students with orthopedicimpairments. Teachers of such students should make sure that they setthe affective and learning environment for such students. No onelikes being to be alone, and this is not an exception for studentswith orthopedic impairments. Their teachers need to considerpsychosocial factors such as motivation, self-concept and self-esteem[ CITATION Kat12 l 1033 ]as well as social and emotional matters. In this sense, teachers ofstudents with physical disabilities and mental impairments need toknow and reduce erudite vulnerability, as well as have a talk withstudents about disability-specific issues. These issues may includedeath and dying concerns.Social stigmatization against students with orthopedic impairmentsand physical disabilities should be avoided by all means [ CITATION Kat12 l 1033 ].Teachers should educate others to avoid various social dimensionssuch as stereotypes and negative assumptions.All these strategies putinto practice will enable students with orthopedicimpairments and physical disabilities have an ample time at schooland hence perform well in their academics.

References

Heller,K. W., Fredrick L. D., &amp Diggs, C.A. (1999). Teaching Reading tostudents with Severe Speech and physical impairments using theNonverbal Reading Approach. PhysicalDisabilities: Education and Related Services, 18(1),3-34

Ormsby, B. H. (2011, January 19). Ed. Differentiating with Technology. Retrieved from Ed. Differentiating Technology web site: http://inclusion-in-the-21st-century-classroom:/ differentiating- with-technology.ed.html

Swinehart-Jones, K. W. (2012, May 11). Education Nees For Students With Orthopedic Impairments. Retrieved from Georgis State University Web site: http://www./Education-Nees-For-Students-With-Orthopedic-Impairments