Orthopedic Impairments

Definition: Orthopedic impairment occurs when an orthopedic disability adversely affects a child’s educational performance. The impairments include the effects of congenital anomalies, effects of disease, and other causes. Orthopedic impairments can be classified into three different categories; neuromotor impairments, degenerative diseases, and musculoskeletal disorders. Neuromotor impairments are caused by damage to the brain, spinal cord, or nervous system. It sends impulses through the body that cause complex problems in multiple body systems. The two most common impairments are spina bifida and cerebral palsy. Degenerative diseases effect motor development. The most common disease is muscular dystrophy. This is caused by progressive muscle weakness from muscle fibers degenerating. Musculoskeletal disorders compose of many different impairments that occur in different levels of physical limitations. These may include the loss of limbs and juvenile rheumatoid arthritis. According to the US Department of Education, approximately 1.1% of children receiving special education services where because of orthopedic impairments. Orthopedic impairments may be acquired at or before birth, inherited, or be caused by accidents.

Implications: Teaching students with orthopedic impairments can be very challenging. I plan to teach first, second, or third grade. At this age, the students may still be trying to become accustomed to their impairment. For the student, I would first meet with them and their parents to find what they may have difficulty with. Depending on what impairment the student may have, different adaptations will need to occur. First, special seating arrangements may need to be assigned due to assistive devices or different body contractures. For impairments of the upper extremities, students may need lectures or instructions tape recorded. Desks, blackboards, sinks, and workstations may need to be lower for wheelchairs. Students may need extra time for tests or timed quizzes due to slower writing time. For breaks and classroom changes, the student may need extra time to get from one area to the next.

Specific Technology:

Tape Recorder: To record lectures and instructions for students that may write slower

Computer: Can be used for students that may need extra time for writing or research

Walker: Can be used to help students walk or balance

Cane: Can be used with balance or instability issues

Crutches: Can be used for keeping weight off of limbs or for missing limbs

Splints/Braces: Cab be used to stabilize joints due to weak muscles

Annotated Bibiliography:

American Academy of Orthopedic Surgeons. (2009). Your Orthopedic Connection. How to Use Crutches, Canes, and Walkers. Retrieved May 8, 2009, from http://orthoinfo.aaos.org/topic.cfm?topic=A00181.

This website gave some examples of different assistive devices that may be used with orthopedic impairments. The academy put together some instructions on how to use all the different types.

Keller, Ed. (2005). Strategies for Teaching Students with Motor/ Orthopedic Impairments. Introduction. Retrieved May 8, 2009 from http://www.as.wvu.edu/~scidis/motor.html.

This article gives great ideas on how to teach students with different orthopedic impairments. There are examples for reading, instruction, and teacher presentation.

National Association of Parents with Children in Special Education. (2007). Exceptional Children and Disability Information. Orthopedic Impairments. Retrieved May 8, 2009, from http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php.

This association put together a website of information about all kinds of disabilities. The orthopedic impairments section contains a brief description and an extensive list of different types of impairments.

Purchase Line School District. (2009). Orthopedic Impairment. General Explanation. Retrieved May 8, 2009 from http://www.plsd.k12.pa.us/HighSchool/FineArts/Special%20Needs/musicclassroom/orthopedic_impairment.htm.

This district put together a useful resource for orthopedic impairments. It not only gives a brief explanation, but also possible different adaptations to the classroom.

Texas Council for Developmental Disabilities. (2008). Project Ideal. Orthopedic Impairment. Retrieved May 8, 2009 from http://www.projectidealonline.org/orthopedicImpairments.php.

Project Ideal (informing and designing education for all learners) composed an article for teaching students with orthopedic impairments. It discusses the definition, characteristics, and different teaching strategies.

Traumatic Brain Injury

Definition: Traumatic brain injury is damage to the brain caused by some type of trauma. The trauma can be from a blow, strike, jolt, lack of oxygen, tumors, infections, stroke, or chemical exposure. These different traumas cause different changes to the brain. The brain can bruise, which happens when the brain is smashed into the skull causing blood vessels to break causing a bleed. The brain can also tear. This can cause tears in the “wires” of the brain. The brain can also become swollen. The increase in size will damage structures of the brain when it becomes too large for the skull. There are also open head injuries and closed head injuries. The open head injury occurs when the skull actually breaks open. The closed head injury occurs when there is damage to the brain, but the skull is intact. A traumatic brain injury can range in severity from mild to severe. A mild traumatic brain injury may cause little to no problems including headaches, temporary memory loss, or loss of balance. A severe traumatic brain injury can cause many problems such as language difficulties, sleep disorders, impaired senses and even severe as death. There are approximately 5.3 million Americans that require long-term or lifelong help from traumatic brain injury. There are multiple different scans that can help diagnose a traumatic brain injury. These may include CAT scan, MRI scan, SPECT scan or PET scan. A doctor may also include evaluations from a neuropsychologist, speech therapist, physical therapist, or occupational therapist. The first step of treatment is medical care including monitoring, surgery, stabilization, or even resuscitation. Once the main cause is stabilized and such, the rehabilitation process begins. This can last for only a short time or can be lifelong. The rehabilitation team can consist of all of the personnel that assisted with diagnosis.

Implications: How I approach a student with traumatic brain injury will greatly depend on the severity of the injury. I plan to teach in the general classrooms of first, second, or third grade. In the cases of severe traumatic brain injury, I will more than likely have little to no interaction with them. The para will have more of the interaction. In milder cases, I will have to make adjustments. The first step would be to meet with the parents, faculty, and student to get an IEP for them. The next step would be for me to find that students best style of learning. Because traumatic brain injuries can cause such a wide variety of problems, I would take their issues step by step. First if they have a speech or language problem, I would work with the therapist. I could use flashcards, posters, or computer programs to help them. If my student had memory or sensory deficits, I would write my instructions, express my instructions, and do whatever necessary to make sure they know what they are supposed to do and how they are supposed to do it.

Specific Technology:

Computer: Students may use the computers to use software for memory, for speech or language difficulties, or just to research.

CAT Scan: Computerized Axial Tomography used to diagnose TBI

MRI Scan: Magnetic Resonance Imaging used to diagnose TBI

SPECT Scan: Single Photon Emission Computed Tomography used to diagnose TBI

PET Scan: Positron Emission Tomography used to diagnose TBI

Annotated Bibliography:

Center for Disease Control and Prevention. (2009). National Center for Injury Prevention and Control. What is Traumatic Brain Injury? Retrieved April 29, 2009 from http://www.cdc.gov/ncipc/tbi/TBI.htm.

This center produced an informational site for many different injuries. The TBI page contains information about the causes, costs, preventions, and fact sheets.

Centre for Neuro Skills. (2009). TBI Resource Guide. Pediatric/Adolescent Brain Injury Program. Retrieved April 29, 2009 from http://www.neuroskills.com/cns/pediatric.shtml.

The CNS holds programs for different age groups to help with TBI. They provide all kinds of related services. This website also had different statistics about TBI.

Johnson, G. (1998). Traumatic Brain Injury. Survival Guide. Retrieved April 29, 2009 from http://www.tbiguide.com/.

This author wrote a very detailed article about TBI. It was written to help people cope with all the emotions and hurdles that come along with the health problems of TBI.

Lenrow, D. (2009). Traumatic Brain Injury. What is Traumatic Brain Injury (TBI)? Retrieved April 29, 2009 from http://www.traumaticbraininjury.com/.

This author created a very informational website on TBI. He included the basics like definition, symptoms, and treatment and also information on legal issues and different hospitals.

Swierzewski, S. (2007). Neurology Channel. Traumatic Brain Injury (TBI). Retrieved April 29, 2009 from http://www.neurologychannel.com/tbi/index.shtml.

This author wrote a publication for the definition, prevalence, and risk factors. He also included a real life story of dealing with TBI.