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Teach Strat Motor

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64 views4 pages

Teach Strat Motor

Uploaded by

api-238849461
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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STRATEGIES FOR TEACHING STUDENTS WITH MOTOR/ORTHOPEDIC IMPAIRMENTS Introduction

Motor impaired/orthopedic disabilities includes a heterogeneous grouping of conditions with a wide range of causes. Examples of some of the more common causes are: Nervous system disorders, Traumatic spinal cord injury, Stroke, Muscular Dystrophy, Cerebral Palsy, Epilepsy, Muscular-skeletal disorders, Rheumatoid arthritis, Cardiovascular disease, Coronary heart disease, Respiratory Disorders, Emphysema, Asthma, Endocrine-metabolic Diabetes, Amputation of all types. One of the first considerations in the effective science education of individuals with motor/orthopedic impairments is a brief understanding of his/her impairment and the degree of educational limitation it causes. With such information, a set of mitigative strategies can be derived that are fully appropriate to that particular student; however, some of the strategies may not work for every student.

General Courtesy

Accept the fact that a disability exists. Not acknowledging this fact is not acknowledging the person.

Ask the student to tell you when he/she anticipates a need for assistance. Don't lean on a student's wheelchair. The chair is a part of the body space of the student who uses it.

Don't patronize students who use wheelchairs by patting them on the head. This is a sign of affection that should be reserved only for small children, and most of them do not like it either.

Encourage students who use crutches or canes to keep them within easy reach and make such a space available. 1

Only push a wheelchair when asked. Have custodians use non-skid floor polish for students who use crutches and wheelchairs.

If spills occur, keep floors clear of liquids. If writing is difficult, use a tape recorder. Speak directly to the student with a disability, confidentially, as you would other students.

Students should be encouraged to talk confidentially with their instructors during the first week of classes to discuss their functional difficulties and needs, and to talk about ways to accommodate.

Using a wheelchair when the person can walk with the aid of cane(s), brace(s), crutch(es), or a walker does not mean a student is "feigning" the degree of disability. It may be a means to conserve energy or move about more quickly.

When it appears that a student needs help, ask if you can help. Accept a "no thank you" graciously.

When talking to a student who uses a wheelchair for more than a few minutes, or so, sit down or kneel to place yourself at that student's eye level.

Reserve parking space that is accessible and close to the building. Allow course waiver or course substitution for certain students. Always plan any field trip in advance to ensure accessibility. Words like "walking" or "running" are appropriate. Sensitivity to these words is not necessary. Students who use wheelchairs use the same words.

Teacher Presentation
2

If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important material.

Observe potential obstacles so you can be aware of what is accessible and what is not accessible to students in wheelchairs.

Students may need to tape lectures (difficulty with writing or unable to write).

Table-type desks, with adequate leg space, which have enough clearance for wheelchairs can be moved into classrooms.

Reading

Acknowledge understanding by blinking, nodding, or a pointer. Use a tape recorder. Use small sections of large text or readings. Use easels, portable reading racks, a standing table, and adjustable seats and desks.

Allow more time for the student to complete the activities.

Testing

Allow more time for the student to complete the activities. Provide a separate place for the test if necessary. Give completely oral tests or completely written tests, whichever is more appropriate to the students needs.

Allow students to tape record answers to tests or type answers, as needed. 3

Writers should be provided for test-taking if the student is unable to write (or give oral tests out of the earshot of other students).

Students may write slowly and need extended time for tests. Develop a portfolio of the student's work, both singly and as part of a cooperating group. Orally quiz him/her to establish the extent to which the student contributed to the group-based accomplishments

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