Physical Disability

A physical disability is the long-term loss or impairment of part of a person’s body function, resulting in a
limitation of physical functioning, mobility, dexterity or stamina. Due to the functional

loss the person will experience the inability to perform normal movements of the body, such as walking
and mobility, sitting and standing, use of hands and arms, muscle control, etc.

The two major categories of physical disabilities are:

(1) the musculo skeletal disability, including loss or deformity of limbs, Osteogensis Imperfecta

and muscular dystrophy; and

(2) the neuro musculo disability, including cerebral palsy, Spina Bifida, poliomyelitis, stroke, head injury
and spinal cord injury.

The musculo skeletal disability is defined as the inability to carry out distinctive

activities associated with movements of the body parts due to mucular or bone deformities, diseases or
degeneration. The neuro musculo disability is defined as the inability to perform controlled movements
of affected body parts due to

diseases, degeneration or disorder of the nervous system.

A. Epilepsy

Epilepsy is a neurological condition where a person has a tendency to have recurring seizures due to a
sudden burst of electrical activity in the brain. Seizures can cause unusual movements, odd feelings or
sensations, a change in a person’s behaviour, or cause them to lose consciousness.

The causes of epilepsy are not always known, however, brain injuries, strokes, cancer, brain infection,
structural abnormalities of the brain, and other genetic factors can all cause
epilepsy. There are many different types of epilepsy and the nature and severity of seizures experienced
by people can vary widely. Some people can control their seizures with medication and the condition is
not lifelong for every person.

Classroom learning strategies

The most common difficulty for students with epilepsy is with memory. Whether they are caused by
seizures or general mental slowing from epilepsy medications, understanding these

difficulties is crucial for effective learning. Strategies include:

Visual demonstrations and diagrams.

Colour-coded notes or highlighting to categorise material (name cards in different colours).

Word associations with pictures and smells (pictures of reference).

Mnemonic strategies: Use verbal, visual and symbolic techniques as memory aids.

Rehearsal-related rhymes and songs.

Learning to stay calm when memory blanks.

Verbal repetition: this leads to the

consolidation of skills learn in mastering a task. Unconsolidated skills are not likely to be generalised to
other learning

tasks.
Active participation with the material that is to be remembered.

Cueing proves effective particularly with listening activities. Warn them ahead of time of the purpose of
the activity. Knowing the purpose helps the student stay on task.

Breaking tasks down into most basic steps. Establishing teaching and learning stages that need to be
achieved if the student is to succeed.

Group work develops listening and talking skills, encourages interaction with peers in problem- solving
and allows students to ask questions and learn from each other.

Reviewing the processes used in solving a complex task can be very helpful for the student.

B. Cerebral Palsy

Cerebral palsy is typically due to an injury to the developing brain before or during birth, caused by a
reduced blood supply and lack of oxygen to the brain. Illnesses during pregnancy such as rubella

(the German measles), accidental injury to

the brain, meningitis in young children, and premature birth can all be causes.

In Australia, over 90% of cerebral palsy was due to a brain injury while the mother was pregnant, or
before one month of age,

however, 10% of people develop the disability later in life, usually as a result of infections such as
meningitis or encephalitis, stroke, or a severe head injury (Cerebral Palsy Alliance).
People with Cerebral palsy may experience weakness, difficulty walking, lack of muscle control,
problems with coordination, involuntary movements, and other symptoms.

Tips for Teachers

1. Understand the nature of a child’s

disability.

2. Teach from a compassionate point

of view.

3. Make sure students are showing

sensitivity.

4. Call on a special needs student

during lectures.

5. Find ways similar paths for physical

participation.

6. Give children all of the information

they need about a classmate’s

disability.

7. Discuss the importance of diversity

and social acceptance.

8. Debunk the meaning of “normal.”

9. Ask a child – any child – if you can

help them out.

10. Address stereotypes.

C. Spina Bifida
Spina bifida is the incomplete formation of the spine and spinal cord in utero. It can cause the spinal
cord and nerves to be

exposed on the surface of the back,instead

of being inside a canal of bone surrounded by muscle.

People with spina bifida experience a range of mild to severe physical disabilities including paralysis or
weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain
cavities), deformities of the spine, and learning difficulties.

The cause of spina bifida is not well

understood, but it is likely caused by genetic and environmental factors. Adequate intake of folate by
the mother in early pregnancy has been found to be a significant factor in preventing a child developing
spina bifida.

Strategies for Learning and

Teaching

Explicit teaching of skills for these

students, such as skimming and scanning and how to use eye movements, may have to be considered.
Difficulties often arise

with such skills owing to co-ordination and/or perception difficulties.

Consider allowing the student to audio-record lessons. If students use wheelchairs, where possible place
yourself at their eyelevel when talking to

them.

Refer to the occupational therapist for

assistance.

Motor, perceptual and spatial problems may cause delays in learning reading, writing and Mathematics.

Poor motor co-ordination may affect the

student’s access to the Physical Education

curriculum, and activities should be adapted to take this into consideration.

Table-type desks with adequate leg space will need to be considered if the student has a wheelchair.

Use a ‘Buddy system’ for tasks such as

Science experiments.

Allow the student adequate time to complete activities.

The white/black board in the classroom may have to be lowered if the student is in a wheelchair.

To facilitate students’ reading, use easels,

portable reading racks or adjustable desks.

Encourage active participation in the

classroom.

Foster social relationships.

D. Deafness

Deafness is defined as “a hearing

impairment that is so severe that the child is impaired in processing linguistic information through
hearing, with or without amplification.”

Thus, deafness is viewed as a condition

that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a
hearing loss can generally respond to auditory stimuli,

including speech.

Educational Implications

Hearing loss or deafness does not affect

a person’s intellectual capacity or ability

to learn. However, children who are hard

of hearing or deaf generally require some

form of special education services in

order to receive an adequate education.

Such services may include:

regular speech, language, and

auditory training from a specialist;

amplification systems;
services of an interpreter for those

students who use sign language;

favorable seating in the class to

facilitate lip reading;

captioned films/videos;

assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can
fully attend to instruction;

instruction for the teacher and peers in alternate communication methods, such as sign language and
counseling.

E. Blindness

Blindness is strictly defined as the state of being totally sightless in both eyes. A completely blind
individual is unable to see at all. The word blindness , however, is commonly used as a relative term to
signify visual impairment, or low vision, meaning that even with eyeglasses , contact lenses , medicine or
surgery, a person does not see well. Vision impairment can range from mild to

severe.

Common causes of blindness include diabetes, macular degeneration, traumatic injuries, infections of
the cornea or retina , glaucoma, and inability to obtain any glasses.

Strategies for Learning and

Teaching
Encourage the student to use visual aids/

resources that have been prescribed (e.g.

glasses, magnifiers, big-print books, etc).

Seat the student appropriately in the classroom (e.g. in the middle towards the front).

Make sure lighting is suitable.

Make efforts to eliminate the risk of glare from the desk and whiteboard.

If possible ensure lights are coming from behind or to the side of the student.

Give clear instructions as the student may

misinterpret gestures and facial expressions.

F. Orthopedic

The definition of an, "Orthopedic Impairment," is one that includes impairments caused by congenital

anomalies such as absence of a member, clubfoot, impairments caused by disease such as bone
tuberculosis, poliomyelitis, or impairments for other causes to include amputations, fractures, cerebral

palsy, burns, or fractures.

Tips for Teachers and Parents

Parents, know your child’s rights! For

instance, IDEA requires schools to provide

accessible transportation to and from

school, as well as within and in between

school buildings. Teachers, you will want to keep in mind mobility devices (such as

wheelchairs, walkers, crutches and canes) when arranging classroom furniture and assigning seats. For
example, placing

a student who uses a walker close to your

room’s entrance is usually more practical

than placing him or her in the middle of the classroom.

References:

https://ds.gpii.net/content/what-physical-disability

https://www.aruma.com.au/about-us/about-disability/types-of-disabilities/types-of-physical-
disabilities/

https://www.parentcenterhub.org/hearingloss/

https://www.sess.ie/categories/physical-disabilities/spina-bifida/tips-learning-and-teaching

https://www.cerebralpalsy.org/information/acceptance/tips-for-teachers

https://www.medicinenet.com/blindness/article.htm

https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-and-teaching

https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/