Los Angeles Unified School District
Division of Special Education
Schools for All Children
Development and Learning Characteristics of Students with Orthopedic Impairment
Donnalyn Jaque-Antón
Associate Superintendent
Orthopedic Impairment
A student has a severe orthopedic impairment which adversely affects the student’s educational performance. Such orthopedic impairments include impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes.
Section 3030(e), Title 5, CCR
Definition
A severe orthopedic impairment is persistent and significantly restricts an individual’s normal physical development, movement, and activities of daily living. Accompanying sensory, intellectual, behavioral, learning, and medical problems often occur that may impact the student’s ability to access his/her educational program. Students may need support to pursue the District’s Core Curriculum (with or without adaptations) or the Alternate Curriculum.
—Code of Federal Regulations, Title 34, § 300.(7)(c)(8)
Eligibility Criteria
Orthopedic Impairment:must be documented
adversely affects educational performance
requires special education to meet the student’s needs
Who is Rebecca Moore?
She is a very social and engaging, 12-year-old girl in a gifted and talented education program.
She uses a power wheel chair for mobility, and requires special devices to help her breathe and to receive nutrients.
She has a very limited range of arm motion and significantly reduced finger strength.
She has a condition called spinal muscular atrophy, which is degenerative.
Who is Jose Gonzales?
He is a 7-year old boy, with a great sense of humor, in a second grade general education classroom.
He uses a manual wheelchair for mobility, and is able to maneuver and transfer in and out independently.
He has significant cognitive challenges, and is not expected to meet grade level standards.
He has a condition called spina bifida.
Who is Jonathan Yee?
He is a 16-year old student just returning to his comprehensive high school.
He has a large circle of friends, most of which he has known since elementary school.
He has difficulty recalling information, retaining facts, and expressing himself verbally.
Although he had been a student athlete, he now has gross coordination issues.
He has significant traumatic brain injury following an automobile accident.
Levels of Intervention
Student Study Team (SST)
504 Plan
Referral for Special Education Assessment
*Assessment plan must consider the unique needs of student
What level of intervention does the student require?
Rebecca Moore?
Jose Gonzales?
Jonathan Yee?
(Chart your groups decisions)
Educational Needs Considerations
Decreased physical stamina
Prolonged absences
Longer response times
Accompanying sensory impairment
Educational Needs Access to Standards-based Instruction
Exposure to core curriculum and rigorous instruction
Implementation of differentiated instructional strategies
Adaptations to facilitate accessibility Accommodations Modifications
Use of Alternate Curriculum and/or Life Skills
What educational supports does the student require to access standards-based instruction?
Rebecca Moore?
Jose Gonzales?
Jonathan Yee?
(Chart your group’s decisions)
Educational Needs Specialized Materials and Equipment
Low Tech Dycem Slant Boards Book stands Page fluffers Pencil grips Specialized writing paper (e.g.
larger lines, raised lines) Audiotapes of printed materials
Educational Needs Specialized Materials and Equipment
High Tech Computer Specialized
keyboards (e.g IntelliKeys)
Software programs (e.g. word predict, print to voice, math applications)
Educational Needs Augmentative/Alternative Communication
Low Tech Picture Exchange Communication
System (PECS) Single switch voice output device Picture schedules Conversation Books
Educational Needs Augmentative/Alternative Communication
High TechMulti-level voice output
communication device
Computers
Print to voice computer software
What assistive devices may be required by the student?
Rebecca Moore?
Jose Gonzales?
Jonathan Yee?
(Chart your group’s decisions)
Unique NeedsSocial Emotional
The psychological needs of the physically disabled are identical to those of their typical peers.
Physiological or survival needs Safety needs Belongingness and love needs Esteem needs Self-actualization
Maslow(1954)
Unique NeedsSocial Emotional
Encourage maximum independence!
Ecological Assessment
Natural Supports
Self-Advocacy
Unique NeedsMobility and Access
Assist the student in developing motor skills to their maximum utilizing a variety of aids:
Wheelchairs Braces Walkers Canes
Unique NeedsTransition and Career PlanningOpportunities to explore careers should be provided as often as possible. The exploration should identify careers that are realistic, available in the community, and compatible with the individual’s personal interest and abilities.
What other unique factors need to be addressed in order to support the student?
Rebecca Moore?
Jose Gonzales?
Jonathan Yee?
(Chart your group’s decisions)
School Site Preparation/Training
Prior to enrollment: Discuss specific student needs with
classroom teacher Share factors relating to disability of incoming
student with new classmates; such as, means of:
Communication Mobility Support