Special Education 447

Post on 31-Dec-2015

26 views 0 download

Tags:

description

Special Education 447. Curriculum Considerations and Personal Care Management for Students with Physical and Health Impairments. Curriculum Considerations. Assessment Identification of priority needs Impact on core curriculum Designing program Instruction techniques. Assessment. - PowerPoint PPT Presentation

transcript

Special Education 447

Curriculum Considerations and Personal Care

Management for Students with Physical and Health

Impairments

Curriculum Considerations

• Assessment• Identification of priority needs• Impact on core curriculum• Designing program• Instruction techniques

Assessment

• Discrepancy analysis– Task analysis– Observation of performance– Record of performance error’s– Determining instructional approach

• Direct instruction• Use of adaptations• Alternative methods

Instruction

• Prompting systems• Learning strategies• Demonstration model• Response prompts

Personal Care Management

• Issues regarding feeding and respiration

• Issues regarding personal cares• Impact on educational program• Personal and social development

and awareness• Progress towards independence

Feeding and Respiration• Terms

– Feeding– Swallowing– Aspiration

• Considerations– Feeding skills– Feeding utensils– Positioning– Swallowing– Respiratory and gastrointestinal factors– Nutritional requirements– Oral and pharyngeal activity

Impacting Conditions

• Prematurity• Upper airway

obstruction/anomalies• Congenital defects• Traumatic injury• Neurological conditions

Impact on Learning

• Nutritional intake• Development and maintenance of

teeth and gums• Sensory stimulation• Communication and

personal/social skills• Security and attachment

Typical Development• Oral-motor skills related to feeding

– Rooting response– Automatic phasic bite-release pattern– Gag response– Bottle drinking

• Sucking• suckling

– Spoon feeding– Cup drinking– Solid foods

• Bite• Munch• Rotary jaw movements

Typical Development

• Respiratory development– “Belly breathing” through most of first year– Develops coordination with movement, feeding and

swallowing, and communication– Increased abdominal control, stability of shoulder

girdle, expansion of rib cage - leading to abdominal thoracic breathing

• Respiratory coordination with oral/pharyngeal activity in feeding and swallowing– Postural control– Physical growth– Skeletal changes in alignment– Sensory experiences– Respiratory function

Essential Components• Feeding

– Upper airway protection– Gag response– Lower respiratory system function– Oral-motor skills

• Sound production– Coordination with movement and respiration– Emotional state– Lips, tongue, teeth– Imitation– Basic needs– Interaction

Dysfunction in Feeding

• Impact of tone• Atypical movement patterns for

example…– Upper body hyper-extension leading to jaw

thrust and retraction– Asymmetry leading to retraction and

deviation to side– Tongue retraction leading to tongue thrust

• Decreased sensory experiences

Dysfunction in Respiration

• Impact of tone• Compensatory patterns for example…

– Low tone leading to thoracic retraction– High tone leading to elevation and internal

rotation of shoulder girdle

• Decreased respiratory function – Impacts feeding and swallowing,

compromising safety– Interferes with phonation

Evaluation Process

• Conducted by specialists who are knowledgeable in typical and atypical development

• Oral-motor structures• Feeding and swallowing skills• Respiratory coordination• Body systems

• Monitored by educational team– Oral sensory needs– Nutritional needs– Medication impact– Positioning and handling issues

Considerations for Consultant

• Postural control and movement• Sensory stimulation• Respiratory function• Positioning• Methods of liquid intake• Use of utensils for solid food intake• Biting and chewing• Drooling• Sound/speech production• Communication

Considerations for Intervention

• Establish goals and objectives for student performance

• Determine adaptations and strategies for intervention

• Ensure proper training• Introduce interventions outside of actual

“mealtime” or informal feeding opportunities

• Oral hygiene

Considerations for Intervention

• Use of positioning and handling• Selection of utensils• Selection of food and liquids

– Consistency– Texture– Taste– Nutrition

• Preparatory activities– Facial and oral tactile sensitivity– Facial and oral preparation– Incorporating into normal routines

Considerations for Intervention

• Direct intervention techniques– Oral control– Cup drinking– Spoon feeding– Solid foods

• Respiratory coordination– Preparatory activities of oral-motor structures– Neurodevelopmental treatment of trunk and

extremities

Personal Cares• Self-care skills

– Hygiene– Eating and toileting– Dressing– Use of adaptations

• Home management skills– Kitchen skills– Housekeeping– Use of technology

• Community-based skills– Transportation– Access to facilities– Barriers

• Recreation and leisure opportunities

Hygiene

• Personal and family values• Impact of disability• Areas of care

– Hand washing– Face and body washing– Hair care– Oral hygiene– Personal hygiene

Eating and Toileting

• Typical development• Impact of disability• Independent skills• Training methods• Alternative methods

– Tube feedings– Catheterization– Colostomy care– Independent care versus adult assistance

Dressing

• Typical development• Impact of disability• Motivation and preferences• Use of adaptations

Recreation and Leisure Opportunities

• Impact of Section 504 and ADA• Physical access versus program or

service access• Role of DAPE teachers• Terms

– Recreation– Leisure

Physical Education

• “Physically educated”– Skills necessary to participate in physical

activity– Level of physical fitness– Appreciation of physical activity– Physical activity for enjoyment and health

• “Physical education”– Physical and motor fitness– Fundamental motor skills– Special PE, APE, movement education, and

motor development

DAPE

• Modeled after regular PE program with necessary adaptations for success

• Challenging• Consideration of life-long needs• Integration with non-disabled peers• Individualized selection of activities

Collaboration

• Assessment of motor abilities• Prioritizing needs• Anticipation of future environments• Consideration of extracurricular

activities• Developing plan, including goals

and objectives, placement, activities, and adaptations

Leisure and Recreation Education

• Personal preferences• Non-competitive nature• Not only fitness-related• Domain-based

– Creative– Science and technology– Nature– Sports