Memory foam Impairments and Special Needs Students


Special needs of Orthopedically Impaired Children |B.ed, creating an inclusive school| Anil Kashyap

Video taken from the channel: Educationphile


Orthopedic impairment

Video taken from the channel: Education-Educ 103


Orthopedic Impairment Video

Video taken from the channel: jamiestefely


Orthopedic Impairments LAI574

Video taken from the channel: Katey Spano


Orthopedic Impairments

Video taken from the channel: Tracey Balinskas


Art Lessons for Children with Disabilities: Physical Disabilities

Video taken from the channel: Jordan Schnitzer Museum of Art


TALK TO ME | Physical Disability Awareness

Video taken from the channel: 7 Stream Media

Teaching Strategies for Students with Orthopedic Impairments. Neuromotor impairment, this would include cerebral palsy, spinal cord injuries, spina bifida, and seizure disorders. Degenerative Disease such as muscular dystrophy and Ehlers-Danlos Syndrome. Musculoskeletal Disorders including scoliosis.

Where the majority of students with orthopedic impairments are concerned it is a matter of focusing on needed accommodations in the academic environment. As with many students with disabilities, classroom accommodations for students with orthopedic impairments vary depending on the individual and their particular needs. A student suspected of having an orthopedic impairment, is eligible and in need of special education instruction and services if the pupil meets the criterion in item A and one of the criteria in item B. A. There must be documentation of a medically diagnosed physical impairment. Children with orthopedic impairment have normal intelligence and don’t need a special curriculum.

What they need from you is acceptance, and a little adjustment. They’ll contribute more to your classroom than what you could ever contribute to them. This post is part of the series: Orthopedic Impairment Disability.

Orthopedic impairments often are divided into three main categories to help characterize the potential problems and learning needs of the students involved. These categories are neuromotor impairments, musculoskeletal disorders, and degenerative diseases. Supporting the Educational Needs of Students with Orthopedic Impairments. This article provides information on orthopedic impairments and the unique knowledge and skills required to provide these students with an appropriate education.

Information on current practice is provided, as well as training and technical assistance models that can be used to help provide teachers with the necessary training. Some of the more common orthopedic impairments include cerebral palsy, muscular dystrophy, spinal cord injury, and spina bifida (Vaughn, Bos, & Schumm, 2007). The instructor needs to meet with the case manager of the student and with the parents/guardians of the student in order to best prepare for meeting the needs of the student. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments. The IDEA category.

The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education. The percentage of total public school enrollment that represents children served by federally supported special education programs increased from 8.3. “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.

List of related literature:

With a team approach in which all members of the staff, as well as the student where appropriate, have a share in program planning, education for students with orthopedic disabilities will allow such students to function as independently as possible.

“Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals” by Cecil R. Reynolds, Elaine Fletcher-Janzen
from Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals
by Cecil R. Reynolds, Elaine Fletcher-Janzen
Wiley, 2007

Students who have disabilities do not have “special needs”; they only have special rights.

“Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms” by Lee Ann Jung, Nancy Frey, Douglas Fisher, Julie Kroener
from Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms
by Lee Ann Jung, Nancy Frey, et. al.
ASCD, 2019

Special services are also provided for students who qualify; these may include teachers who work with learners who have emotional or physical handicaps, reading and math specialists, and teachers who work with gifted and talented learners.

“Encyclopedia of Education and Human Development” by Stephen J. Farenga, Daniel Ness
from Encyclopedia of Education and Human Development
by Stephen J. Farenga, Daniel Ness
Taylor & Francis, 2015

At-risk students are not special needs students per se.

“Advanced Teaching Methods for the Technology Classroom” by Petrina, Stephen
from Advanced Teaching Methods for the Technology Classroom
by Petrina, Stephen
Information Science Pub., 2006

Eligibility Students are eligible for special education services if they meet two requirements: First, the student must have a disability that qualifies under the law; second, the student must, as a result of that disability, need special education services.

“The Educator's Guide to Texas School Law: Ninth Edition” by Jim Walsh, Laurie Maniotis, Frank Kemerer
from The Educator’s Guide to Texas School Law: Ninth Edition
by Jim Walsh, Laurie Maniotis, Frank Kemerer
University of Texas Press, 2018

With the advent of inclusive education for children and youth who have disabilities, more and more students who are blind, deaf, with mental retardation, or with orthopedic impairments are enrolled in regular classes.

“Introduction to Special Education' 2007 Ed.” by Inciong, Et Al
from Introduction to Special Education’ 2007 Ed.
by Inciong, Et Al
Rex Book Store, 2007

Students with disabilities may also require the provision of “related services” in order to benefit from special education, including, for example, psychological services, physical and occupational therapy, and speech-language services (20 U.S.C.§ 1401(26)).

“Disrupting the School-to-Prison Pipeline” by Sofía Bahena, North Cooc, Rachel Currie-Rubin, Paul Kuttner, Monica Ng
from Disrupting the School-to-Prison Pipeline
by Sofía Bahena, North Cooc, et. al.
Harvard Educational Review, 2012

Although these programs are not disability specific, the model could be adopted by the DRO for incoming students with disabilities, or students with disabilities can participate in programs that are offered by other departments.

“Disability in Higher Education: A Social Justice Approach” by Nancy J. Evans, Ellen M. Broido, Kirsten R. Brown, Autumn K. Wilke
from Disability in Higher Education: A Social Justice Approach
by Nancy J. Evans, Ellen M. Broido, et. al.
Wiley, 2017

Colleges and universities are not required to offer “special education” programs, but they are required, under both the Rehabilitation Act and the ADA, to examine the accessibility of their programs, services, and facilities and make “reasonable” changes to accommodate students with disabilities.”

“Gender on Campus: Issues for College Women” by Sharon Gmelch, Marcie Heffernan Stoffer, Jody Lynn Yetzer
from Gender on Campus: Issues for College Women
by Sharon Gmelch, Marcie Heffernan Stoffer, Jody Lynn Yetzer
Rutgers University Press, 1998

Furthermore, students with identified disabilities who receive specialized instruction (special education) are automatically eligible for related services such as occupational therapy.

“Occupational Therapy for Children and Adolescents E-Book” by Jane Case-Smith, Jane Clifford O'Brien
from Occupational Therapy for Children and Adolescents E-Book
by Jane Case-Smith, Jane Clifford O’Brien
Elsevier Health Sciences, 2014

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

Mail: [email protected]
Telephone: +1 (877) 492-3666

Bibliography: oktay_bibliography

View all posts


Your email address will not be published. Required fields are marked *

  • Im crying soo much right now, Thank Youu soo much for maken this video, my son also has cerebral palsy & i dont think ppl understand how too act or what too say when they meet someone different then there Normal””

  • This gave me a much better insight to what it’s like for kids with cerebral palsy. I talk to my brother like he’s still a baby and now that I’ve watched this. I now know that he still understands me if I talk to him like normal. I want to apologise to my little brother and not talk to him like a baby anymore. I will talk to him like a normal 12 years brother. Thank you for sharing your story young lady. This was very helpful. ��

  • While this is about cerebral palsy as oposee to all physical disabilities, I am very glad to watch it as she is such a sweet young girl. I am nit as limited by mine but you can tell I have one. And don’t stare talk normally to person with disability even thise with more severe then her they are listening and not even babies really like adult version if baby talk.

  • Hey guys, I made a few videos on my page about the rare genetic condition i was born with. If you have a minute please check them out because i’m trying to raise awareness, thanks!

  • some1 said i have autism before. and i respectfully said, “nope…girls told me lots of things to change me into the person iam today as well” “something that i will remember forever, something that gave me confidence”. people are either ugly haters or misguided. (>-_-)>

  • It gets better as you grow older. You will find that some people are great and treat you with respect and will talk to you. On the other hand, I have a graduate degree from Stanford, but I’ve had people at the grocery store talk to me like a baby and ask “did you get here all by yourself?” More recently, I have had to delete comments from my youtube channel that I recently started to record my pregnancy because people accused me of doing harm to my unborn baby for getting pregnant while having a physical disability. The good news is that the logical and reasonable people far outnumber those who are a bit more backwards. I try and educate as many people as possible in my interactions. By the looks of the video, you have the same attitude I had growing up and that’s half the challenge:-)

  • ALOHA!!

    My name Ricky Totoki,
    I’m 46yrs. old & I’m
    disabled by birth!!

    I have Spina Bifida
    & Hydrocephalus!!
    I love your channel!!
    I started a channel
    of My own!!

    Please subscribe
    to my YouTube
    channel?!! Please
    help me to grow
    my channel?!!


    Maui, HI.

  • Thank you for sharing this video! I am teaching Wolf Scouts in the US about disability awareness and this is perfect! Thank you! You seem lovely!

  • I am a disability rights advocate and I am very proud to be apart of the disabled community. I two have cerebral palsy, and life for me has always been very good. I have had my ups and downs moments, but I think I have done what ever I have wanted to do in my life. I love this video and see how the next generation of disability rights advocates come into their own.

  • A very pretty girl. The woman talking to her in that babying tone annoyed me. I have autism, and I get that same voice a lot. Just because we’re different doesn’t mean we’re stupid.

  • Pheobe I have spastic diaplegic CP as well and I can’t tell you how often this has happened to me. People will talk to my parents or friends rather than me if I go out to dinner in a large group. Thanks for this.

  • this is very inspiring because ever since I was little I wanted to be a doctor and help kids like her I’m the kid of person that makes friends with the people other people see as different I don’t see them as different I see them as a special angel sent from God and people think they don’t have feelings when they actually do my junior prom I took my best friend who’s in a wheelchair and has spina bifda all the teachers thanked me and his parents thanked me because a few days after he started getting sick and had to be home schooled and never got to go to any more proms so I made his night I have lots or friends with different disabilities and I treat them no less

  • This is an outstanding resource. I’ve had problems finding activities or information on art projects after working with a child whose disability made it impossible for them to follow by step by step drawing instructions. So much useful information here!

  • This video helps continue to rid the world of the prevailing myths and misconceptions about disability,!

    In light of how the 25th Anniversary of the signing of the landmark Americans with Disabilities Act (ADA) is fast approaching here in the United States, this video is an awesome way to help continue to educate the public! #ADA25

  • Hi! My name is Chris Lenart And I have CP. I have a youtube channel to spread awareness and to assist others with CP in their daily living. Topics range from relationships to technology as well as advocacy. I think it would benefit many people with CP. Thanks for sharing!