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As stated in IDEA, "Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma."

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A TBI can range from mild to severe depending on each case. A TBI takes place after birth and therefore, it is not congenital.

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Approximately 2.5 million people sustain a TBI in the United States annually.

https://www.cdc.gov/traumaticbraininjury/pdf/tbi_report_to_congress_epi_and_rehab-a.pdf

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Accommodations that may prove beneficial to students with a TBI:

Extra time on assignments

Visual Aids

Communication Aids

Reduced workload

Preferential seating

Modified curriculum

1 to 2 step directions

Reminders to stay on task

Shortened assignments

Checklist

Math Manipulatives

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Prevention strategies include:

Wear a seatbelt and make sure airbags function properly in a vehicle.

Wear a helmet when riding a bike, motorcycle, or ATV.

Don't drink and drive under the influence of alcohol.

Pay close attention to surroundings.

Prevent falls by using handrails, keep clutter out of walking pathways, using non-slip mats in the bathroom, and get regular vision checkups.

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TBI: Which Kids Are Most at Risk & How to Prevent Head Injuries | AAP

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Individuals with a TBI may experience the following characteristics:

Communication challenges

Visual and auditory challenges

Memory loss

Intellectual problems

Seizures

Headaches

Behavioral and emotional challenges

https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557

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Traumatic brain injury-Traumatic brain injury - Symptoms & causes - Mayo Clinic

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If a head injury causes a mild traumatic brain injury, long-term problems are rare. But a severe injury can mean significant problems.

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Assistive Technology for students with a TBI:

Communication devices (AAC devices)

FM systems for auditory impairments

Mobility aids (wheelchairs, walkers, etc.)

Audiobooks (Text to speech software)

Word processing software

Word predictor

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As stated in IDEA, "Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation.”

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Many causes of ID remain unnamed. However, we do know that the onset of an Intellectual Disability can happen during prenatal, perinatal, or postnatal care. Genetics, infections, and medical conditions can cause Intellectual Disabilities.

The following are genetic causes of ID:

Down Syndrome

PKU

Fragile X Syndrome

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Intellectual disabilities range from 1%-3% of the population.

Boys were almost 5 times as likely to have an Intellectual Disability than girls.

https://www.cdc.gov/nchs/data/databriefs/db473.pdf

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Ways to prevent Intellectual Disability include:

Education about the disability

Proper prenatal care

Vaccines

PKU screening

Provide a nurturing home and school environment

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Characteristics of an Intellectual Disability include:

Problems with adaptive, cognitive, and independence.

Communication challenges

Attention deficits

Problems with short and long term memory

Lack of motivation

Struggles with reading

Slowed learning/processing

Deficits in the area of social skills

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Accommodations that may prove beneficial to students with an Intellectual Disability:

Provide visual aids

Modified curriculum

Teach in small group setting

Manipulatives/hands on learning

Teach one concept at a time

Use Real Life Examples

Scaffolded instruction

Repetition

Preferential Seating

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Assistive Technology for students with an Intellectual Disability:

Word processor (speech to text, text to speech)

iPad

Noise cancelling headphones

Word prediction app

Visual schedules

Audiobooks

Organizational apps

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As stated in IDEA, "Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness."

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As stated in IDEA, "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)."

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Orthopedic Impairments can be causes by a variety of things, but listed are the most common causes:

Disease

Cerebral Palsy

Congenital conditions

Amputations

Trauma induced scenarios

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Conditions can co-exist, so it is often hard to determine the exact prevalence of Orthopedic Impairments. Some Orthopedic Impairments do not require special education services.

According to Project IDEAL, approximately 1.1% of the special education population has an orthopedic impairment.

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance.

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Ways to prevent Orthopedic Impairments include:

Live a healthy lifestyle

Practice proper injury prevention

Annual check ups

If an Orthopedic Impairment occurs at birth or during gestation, it is best that the individual receive an early diagnosis and begin treatment.

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Limited Mobility

Motor Difficulties

Challenges with performing daily tasks

Orthopedic Impairments is a vast category and the disability impacts everyone differently.

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Accommodations that may prove beneficial to students with an Orthopedic Impairment include:

Note Taking assistance

Preferential seating

Extra time

Adjustable desk/tables

Frequent breaks

Teachers should also make sure the classroom is free of clutter and there are defined pathways for the students.

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child’s educational performance.

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Assistive Technology for students with Orthopedic Impairments could include:

Wheelchairs/Walkers

Voice Recognition software

Special keyboards or a special mouse for the computer

Switch access

Screen readers

Grabbers

Gripping tools

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According to IDEA a hearing impairment is defined as, "Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section."

According to IDEA deafness is described as,"Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance."

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Causes of Low Vision and Blindness include:

Eye Injury

Eye Diseases

Genetic Conditions

(I also have taught a student who developed low vision after a TBI)

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According to the CDC, "Approximately 6.8% of children under 18 in the US have a diagnosed eye or vision condition."

"Nearly 3% of children under 18 years have blindness or vision impairment," according to the CDC.

https://www.cdc.gov/vision-health/data-research/vision-loss-facts/index.html

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Read more to learn key facts about vision loss in the United States.

Vision loss and age

Approximately 12 million people 40 years and over in the United States have vision impairment. This includes 1 million with blindness.

As of 2012, 4.2 million Americans aged 40 or older have uncorrectable vision impairment. This number is predicted to more than double by 2050. The US has a rapidly aging population, which means more people living with diabetes and other chronic conditions which can lead to vision loss.

Approximately 6.8% of children under 18 in the US have a diagnosed eye and vision condition. Nearly 3% of children under 18 years have blindness or vision impairment. This is defined as having trouble seeing even when wearing glasses or contact lenses.

Eye injuries in the workplace

According to the National Institute for Occupational Safety and Health, about 2,000 US workers sustain job-related eye injuries every day that require medical treatment. However, according to safety experts and eye doctors, the right eye protection can lessen the severity or even prevent 90% of these eye injuries.

Nationwide effects of vision loss

An estimated 93 million adults in the United States have a high risk for serious vision loss, but only half visited an eye doctor in the past 12 months. This is important because when caught early, vision loss can often be prevented or delayed. The economic cost of major vision problems is estimated to increase to $373 billion by 2050.

Vision disabilities

Vision disability is one of the top 10 disabilities among adults 18 years and older. It's one of the most prevalent disabling conditions among children.

Early detection and timely treatment of eye conditions such as diabetic retinopathy has been found to be effective. 90% of blindness in US adults caused by diabetes is preventable.

Vision loss causes a substantial social and economic toll for millions of people. This includes significant disability, loss of productivity, and decreased quality of life.

For more than half of American adults who didn't seek eye care, it was due to cost or lack of awareness. Cost is often higher due to lack of adequate health insurance.

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Find out key facts about vision health in the United States.

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Be aware of family history

Were protective eye glasses or goggles

Maintain a healthy diet

Protect eyes from the sun

Maintain and control health conditions

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Blurred vision

Reduced Visual acuity

Light Sensitivity

Color preferences

Bumping into things

Reliance on assistive technology

Squinting

Able to read or see objects that are only presented up close

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Braille

Tactile graphics

Manipulatives (real life examples)

Large Print

Assistive Technology

Magnification

Preferential Seating

Sensory exploration

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More Than Meets the Eye: Working with Students with Visual Impairments

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Canes/Mobility Devices

iPad

Adaptive Devices for daily living

Screen readers

Magnifiers

Speech to Text technology

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Causes of Hearing Impairments include:

Prelingual (congenital)

Postlingual (acquires after the age of 2)

Damage to the inner or outer ear

Genetics

Aging

Noise exposure

Infections

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Approximately 1% of students served under IDEA have a hearing impairment.

https://www.cogswellmacyact.org/deaf-and-hard-of-hearing/

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Deaf and Hard of Hearing – Alice Cogswell and Anne Sullivan Macy Act

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The number of students age 3-21 served under the Individuals with Disabilities Education Act (IDEA) is 6.4 million.[1]

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Wear hearing protection

Be cautious of loud noises

Be cautious of harmful substances

Understand family history of hearing impairments

(As I previously mentioned, I had a student who suffered a TBI, thus resulting in a hearing impairment.)

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Characteristics of hearing impairments vary based on the individual. Some hearing impairments are more severe than others, so the characteristics may be slightly different.

Difficulty understanding speech

Increased volume on devices

Ringing or buzzing in the ears

Distorted sounds

Use of ASL (depending on severity)

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Visual Aids

Preferential Seating

Repeat information

FM systems

Adapt physical environment

Interpreters

Assess/evaluate differently

Check for understanding

Have students repeat directions

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FM systems

Hearing Aids

Captioning

Infrared systems

Visual aids