A variety of physical disabilities result from neuro-muscular and orthopedic impairments. These disabilities may be congenital or they may be the result of an accident or illness. They may include conditions such as spinal cord injury, paralysis, cerebral palsy, severe forms of arthritis, polio/post-polio, spina bifida, orthopedic injury, amputation, cardiac conditions, cystic
fibrosis, later stages of AIDS, stroke, and muscular dystrophy. The range of disabilities in this category is large. Functional abilities and limitations will vary widely, even within one disability group. Some conditions are such that the person experiences pain, spasticity, or lack of coordination. In other conditions there are intermittent flare-ups (when a student might be absent from class) and periods of remission, where the students seems to have no impairment of function (e.g.,
multiple sclerosis). A number of students who use wheelchairs are able to stand but not walk. Some who use wheelchairs can walk with the aid of canes, crutches, braces, or walkers. Using a wheelchair may help these individuals conserve energy or move about more quickly. Some students who use wheelchairs have full use of their arms and hands, whereas others do not. Students with muscular and mobility impairments also may have a hearing or speech impairment (e.g., cerebral palsy). Others may
tire very easily. Because of the vast differences among students, even when they have similar impairments, the best judge of what the students can or cannot do are the individuals themselves. For more information, please see Working with Students with Physical
Disabilities. | Back to top |
There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as there is no single way to teach, people learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners[ii]. Under the Accessibility for Ontarians with Disabilities Act, you have a responsibility to learn about accessibility for persons with disabilities and how it relates to the development and delivery of accessible programs and courses. On This Page What does it mean if someone has a physical disability? Suggested tips on teaching a person who has a physical disability Suggestions for interacting one-on-one with a student with a physical disability Accommodating a student with a physical disability What does it mean if someone has a physical disability?There are many types of physical disabilities, including mobility-related disabilities, health and medical disabilities, and disabilities that result from brain injuries. Sometimes physical disabilities are obvious; however, it is not always possible to identify someone with a physical disability or a medical- or health-related disability. Some physical disabilities require the use of an assistive device (for example, a wheelchair or walker). However, those with arthritis or multiple sclerosis, for instance, may not show any visible signs of disability. Physical disabilities may affect someone’s ability to stand, walk, sit or move around. Some physical disabilities are episodic; they can flare up, and then go through periods of remission. Some persons with physical disabilities may be accompanied by a personal support person. Suggested tips on teaching a person who has a physical disabilityIn the classroom or laboratory Avoid making assumptions about a person’s disability or capabilities; many persons with disabilities talk about being frustrated with people assuming what they can or cannot do. Remember that although persons with disabilities might have specific needs, every individual is different. Prior to the start of the course
When the course begins
While in session
Tests, exams and evaluation If possible, online tests should be tested for accessibility. Ensure that a student can navigate them using an assistive technology, such as a screen reader to read aloud the information on the screen, or screen-enhancement software that allows the user to magnify the computer screen or change the contrast. Field trips, work placements and co-ops
Suggestions for interacting one-on-one with a student with a physical disabilityThe following are some practical tips for teaching students with physical disabilities.
Accommodating a student with a physical disabilityAs an educator, you have a responsibility to accommodate students with disabilities under the Ontario Human Rights Code. Requests for accommodation are made on an individual basis by students through the Office for Students with Disabilities and require medical and/or formal documentation. The following are common academic accommodations that may be required for students with physical disabilities. This list is not exhaustive and is not intended to replace the official request for academic accommodations as communicated by the Office for Students with Disabilities. Classroom and laboratory accommodations
Tests, exams and evaluation accommodations Remember that students with disabilities do not have to disclose their disability to their professors or anyone else in the academic environment in order to receive accommodations. Unless a student chooses to disclose to you the nature of his or her disability, you will only receive information on the accommodations the student is entitled to receive. It is important to familiarize yourself with the accommodation and the accessibility resources and protocols at your university to ensure you are following recommended practices. Sources Adaptech, Teaching College Students with Disabilities: A Guide for Professors Guelph University – Centre for Open Learning and Educational Support brochure, Teaching Students with a Physical Disability Kwantlen Polytechnic University, Disability Information and Strategies University of Ottawa, A Guide for Professors: Minimizing the Impact of Learning Obstacles Trent University, Accessibility in Teaching: Strategies and Requirements for Supporting an Accessible Learning Environment York University, Faculty Resource Guide: Teaching Students with Disabilities [i] The term Accessible Education has been adopted to capture the value of two frameworks in improving the accessibility of university education: Universal Instructional Design (UID) and Universal Design for Learning (UDL). Both were informed by the architectural concept of Universal Design, which is “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” (Center for Universal Design, The Principles of Universal Design) “UID is not just about accessibility for persons with a disability – it’s about truly universal thinking – maximizing learning for students of all backgrounds and learner preferences while minimizing the need for special accommodations.” (University of Guelph, UID Implementation Guide) “UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” (Center for Applied Special Technology, Universal Design for Learning) [ii] Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors(3rd ed). John Wiley & Sons. What is an example of a physical disability?A person may be born with a physical disability or acquire it in life due to an accident, injury, illness or as a side effect of a medical condition. Examples of physical disability include cerebral palsy, multiple sclerosis, epilepsy, Carpal tunnel syndrome, amputations and spinal cord injuries.
What are the characteristics of students with physical disabilities?Students with physical disabilities may have problems related to movement, posture (e.g., sitting, standing), grasping or manipulating objects, communication, eating, perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal muscles).
What term do educators use to refer to severe orthopedic impairment that adversely affects a child's educational performance?Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance.
Which type of physical impairment is characterized by tightness in one or more muscle groups?Spasticity. Spasticity is increased muscle contractions causing stiffness or tightness of the muscles that may interfere with movement, speech and walking. Spasticity usually is caused by damage to the portion of the brain or spinal cord that controls voluntary movement.
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Which of the following accommodations may be specific to students with physical disabilities
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