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Orthopedic Impairment

Orthopedic impairments are physical limitations that impair movement or motor activities. Common types include cerebral palsy, scoliosis, spinal cord injury, poliomyelitis, and spina bifida. Teachers should provide an accessible physical environment, assistive technology, modified activities, and work with specialists to support students with orthopedic impairments.

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John Rey Compleza
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87 views35 pages

Orthopedic Impairment

Orthopedic impairments are physical limitations that impair movement or motor activities. Common types include cerebral palsy, scoliosis, spinal cord injury, poliomyelitis, and spina bifida. Teachers should provide an accessible physical environment, assistive technology, modified activities, and work with specialists to support students with orthopedic impairments.

Uploaded by

John Rey Compleza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Orthopedic I

mpairments
Orthopedic Impairment

• A significant physical limitation


that impairs the ability to move
or to complete motor activities
• May from congenital anomaly
(clubfoot), disease (poliomyelitis),
or accident (injuries, burns).
Common types of Orthopedic
Impairment 

• Cerebral Palsy
• Scoliosis
• Spinal Cord Injury
• Poliomyelitis
• Spina Bifida
1. Cerebral Palsy
• Cerebral palsy is a physical impairment
that affects movement.
• The four types :
1) spastic (uncoordinated movements)
2) athetoid or dyskinetic (abnormal)
3) ataxic (poor balance)
Causes:
Before birth:
Failure of a part of the brain to develop,
blocked blood vessel, complications during labor,
extreme prematurity, multiple births, STDs,
poor nutrition, effects of anesthetics or
analgesics
Early childhood:
Head injury, near drowning, poison ingestion,
illness/infection, genetics
How to diagnose?
• Test an infant’s motor skills.
• Examine the mother’s and infant’s
medical histories.
• Test the infant’s reflexes and early
development of hand preference.
• Look for signs of slow development,
abnormal muscle tone, and unusual
posture.
Student’s characteristics with
cerebral palsy
• Difficulty with fine motor tasks,
maintaining balance, and chewing and
swallowing
• Involuntary movements
• Abnormal reflexes
• Weak or tight muscles
• Poor coordination
• Speech difficulties
2. Scoliosis
• Abnormal curvature of
spine, affecting muscles,
ribs, CNS and endocrine
system.
Causes:
• Hereditary factors
• Birth defects affecting the
development of the bones of
the spine.
• Injuries
Treatment
• Babies & toddlers: plaster cast or brace
that is fitted to their back
• Older children: back brace and
sometimes surgery to straighten their
spine.
• Adults: painkillers, spinal injections, and
very occasionally surgery.
Symptoms

• Uneven shoulders
• Rib cage appears higher on one side
(rib hump)
• The body tilts to one side
• One leg may appear shorter than the
other.
3. Spinal cord Injury
• Occur when a traumatic event
results in damage to cells within the
spinal cord or severs the nerves that
relay signals up and down the spinal
cord.

• Spinal cord injuries occur suddenly


and without warning.
The four types of spinal cord injuries are:
1) compression
2) contusion
3) lacerations
4) central cord syndrome

Terms for the types of paralysis:


1) paraplegia- unable to move half of the body
(lower) because of injury.
2) quadriplegia- unable to move both arms and
legs.
Causes of spinal cord injury
Traumatic injury:
Car accidents
Falls
Diving accidents
Shotgun wounds
Horse, motorcycle, sporting event-
related
How is spinal cord injury
diagnosed?
• Diagnosis occurs after a traumatic injury
by a medical professional.

Characteristics of students with spinal cord


injury:
• Varying degrees of paralysis
4. Poliomyelitis
• A highly contagious disease
caused by a virus that attacks
the nervous system.
• Classification:
- Asymptomatic
- symptomatic
Asymptomatic polio. Most common
and no symptom.
Symptomatic polio (Paralytic Polio)

classification:
• Bulbospinal polio. Both spinal and bulbar polio.
• Bulbar polio. Affects neurons
• Spinal polio. Attacks motor neurons
Causes

• Poliovirus
• Direct contact with a person
infected with the virus
Symptoms
Non-paralytic Poliomyelitis:
• Arm & leg pain or stiffness
• Back & neck pain or stiffness
• Headache, fever, Vomiting and Fatigue
• Problems swallowing & breathing
Paralytic Poliomyelitis:
• deformed limbs due to prolonged weakness
• Loss of reflexes
• Severe spasm and muscle pain
• Sudden paralysis
• Diagnosis: based on the patients
history, physical exam, and ongoing
symptoms
• To prevent: polio infection is to be
vaccinated
5. Spina Bifida
• Spina bifida is a birth defect where an
abnormal opening in the spinal column
results in some degree of paralysis.
• It literally translates to “cleft” or split
spine.
• Types of Spina bifida:
Spina bifida occulta
Spina bifida cystica
Causes:
There are environmental as well as genetic
factors:
• Lack of folate/folic acid in the mother during
pregnancy
• Heredity.
How is Spina bifida diagnosed?
• Ultrasound
• Amniocentesis, checking for increased levels of
alpha-fetoprotein.
Characteristics of students
with Spina bifida
• Muscle weakness
• Paralysis
• Incontinence
• Poor short term memory
• Easily distracted
• Poor attention, organization, sequencing,
time, generalization, motivation, left-
right discrimination, and coordination.
Preventing Orthopedic
Impairment
• Focus on well-balanced diets
• Be aware of cleanliness
• Seek proper medical care
• Provide proper nutrition for strong
bones
• Monitor births to avoid complications
• Administer vaccines to prevent
diseases that increase the chance of
OI
General Courtesy
• Accept the disability.
• Ask the student to tell you when
he/she anticipates a need for
assistance.
• Don’t lean on a student’s
wheelchair.
• Keep floors clear of liquids.
• Speak to the student as you would
other students.

• When talking to a student in a wheelchair for


more than a few minutes, lower yourself to
their eye level.
• Make space available for crutches/canes to be
easily accessible.
Physical Environment

Students should be able to move into,


out of and around the classroom.

• Rearrange furniture
• Add supports, handrails
• Create large work spaces
• Assistive technology
Personal Needs
• Allow time to rest for
students that become fatigued.
• Repositioning
• Bathroom breaks
• Eating

 Paraprofessionals typically assume personal-care


responsibilities and moving students.
 Ask special educator or the student’s parents if you
have questions about the student’s needs.
Teacher Presentation

• Students may need to tape


lectures.
• Lower chalkboard
• Adjustable table and lab work stations
• Accessible seating arrangements within the
classroom
• Photocopying of notes if the impairment disables the
act of writing
Tips and Strategies
• Make eye contact with these
students and be sure to call on them
when they indicate they want to
participate in class discussions.
• Take a seat when conversing with a
wheelchair bound student so he or
she does not have to peer upwards.
Teaching Strategies
• Special seating arrangement to develop
posture and movements
• Instruction focus on gross and fine
motor
• Securing suitable augmentative
communication and other assistive
devices
• Awareness of medical condition and its
affect on the student.
Specialist:
• Physical Therapist- work on gross motor skills.
• Occupational Therapist- work on fine motor
skills
• Speech-Language Pathologists
• Adapted Physical Education Teachers
• Other (Massage and Music Therapist,
etc.)
Assistive Technology
Devices to access information:

• Speech recognition software


• Screen reading software
• Augmentative and alternative
communication devices
• Academic software packages
Devices for Positioning and Mobility:
• Canes
• Walkers
• Crutches
• Wheelchairs
• Specialized exercise equipment
• Specialized chairs, desks and tables
Classroom Activities
• Include student in open discussions.
• Allow more time to complete activities.
• Use smaller sections of text when reading.
• Be sure students in wheelchairs can fully
participate in activities.
• Consider writers for test-
taking purposes or oral tests,
when appropriate.
Thank you for
Listening !

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