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Spina bifida is a disorder that develops during pregnancy causing the spine to not develop correctly or completely. When a person has Spina bifida it means their neural tube does not close completely, and some of the bones of the spine do not close. Spina bifida can also cause abnormalities in the brain because the spine is stopped from proper development so sometimes the brain is to.
Occulta: The most common type of Spina bifida. A small layer of skin covers the opening of the spinal vertebrae. This type of Spina bifida rarely has symptoms but the possible symptoms are bladder and bowel problems, muscle weakness and scoliosis.
Myelomeningocele:  Occurs when parts of the spinal cord pop through the open part of the spine. The spinal cord going through causes damage and fluid build up around the brain. Symptoms include back protrusion, loss of feelings in the legs, lack of touch sensation, cognitive impairments and bladder and bowel problems.
Meningocele: Least common type of Spina bifida and occurs when membrane surrounding the spinal cord protrudes through the opening causing a lump in the child’s back. Meningocele can be fixed by surgery and usually does not cause damage or developmental problems.
Diagnosis: Can be diagnosed through prenatal testing such as blood tests, ultrasounds once the second trimester has started, testing the levels of AFP in the blood if it is high it means baby might have Spina bifida. Spina bifida can also be diagnosed after birth from an x-ray or a lump that has formed on the back.

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A group of neurological disorders that effects body movement and muscle coordination. Cerebral palsy is caused by brain damage or abnormalities during development. Their is a wide range of symptoms such as , lack of coordination, weakness in arms or legs, stiff muscles, involuntary movements/shaking, hyperactive tendons, and delays in motor skills.
Types of cerebral palsy
Hemiplegia/Hemiparesis: Affects an arm or leg and sometimes both. Speech is delayed and person might develop scoliosis.
Diplegia/diparesis: Affects the legs and causes hyperactive tendons.
Quadriplegia/quadriparesis: person can not walk and might also have an intellectual disability.
Dyskinetic: slow and uncontrollable movements in the hands, feet, arms or legs. The muscles in the face are hyperactive. A person with dyskinetic cerebral palsy might also have hearing problems, difficulties walking and problems with muscle coordination.
Ataxic: Affects balance and depth perception. Creates difficulty with precise movements and voluntary movements.

Mixed Types: This means a person does not have symptoms that fit into one category of cerebral palsy.
Diagnosis:  Cerebral palsy is usually diagnosed within the first 5 years of life. Doctors can do various tests to evaluate motor skills, muscle tone, motor control and coordination.

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Muscular dystrophy is a genetic condition that effects how a persons muscles function. Over times symptoms of muscular dystrophy get worse and depending on the type it effects the ability to walk, preform daily activities, and move. Muscular dystrophy can develop any time. Their is a over 30 types of muscular dystrophy.
3 common types
Duchenne muscular dystrophy(DMD):
-most common type       -mostly affects males
-affects heart and lungs
Becker muscular dystrophy(BMD)
-Mainly affects males.      - develops between 5-60
-Typically develops in teenage years
Myotonic dystrophy
- Often diagnosed in adulthood  - effects men and women
- difficulty relaxing muscles.    - can effect heart/lungs
- Can cause diabetes
Diagnosis: Doctors will preform muscle and neurological exams. Diagnostic tests include,
Creatine kinase blood test: Elevated levels can indicate muscular dystrophy.
Genetic tests: can identify gene mutations.
Muscle biopsy: under a microscope can see signs of muscular dystrophy.
EMG: test muscle activity and nerves.

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Tristram's Story: Living with Spinal Muscular Atrophy 

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Tristram's Story: Living with Spinal Muscular Atrophy 

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Tristram’s narrative is that his parents noticed that he was becoming weaker and weaker while he was standing when he was 18 months old. He was properly diagnosed with SMA when he was 7 years old, but as he grew older, the upside was that he came to terms with his normal as he never felt any different despite not being able to recall walking as a small child. They quickly came across SMA Australia, which played a crucial role in assisting them in settling in. He did have jealousy issues as a small child because all of his buddies seemed to have wonderful lifestyles because of all of his able-bodied sports. After starting bagger football (modified football) in 2011, he became enamoured with the sport and joined the Australian paraplegic squad, enjoying the athletic side of this. Physical access is the most important factor that many people are unaware of, and it can be difficult as people have preconceived notions about persons with disabilities and treat them as though they are incapable of performing numerous tasks. However, by managing a school program and speaking with children about impairments, he is changing lives and inspiring future engineers. Throughout the entirety of his narrative, Tristram expresses gratitude for his incredible support system and how they enable him to continue fighting and changing the world in his daily life.

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Siena's Story: Fetal Surgery for Myelomeningocele 

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Siena's Story: Fetal Surgery for Myelomeningocele 

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During the 20-week ultrasound, Meagan and her husband Nathan were told their baby (Siena) was diagnosed with myelomeningocele, the most severe form of spina bifida, during Meagan's pregnancy. During the obstetrician’s explanation of the diagnosis and the couple’s pregnancy options, Meagan recalled seeing a health video at Harvard Medical School that showed a prenatal surgery used to treat MMC. The family received information regarding the potential postpartum prognosis and fetal surgery statics from Robert Wilson, Head of the Department of Obstetrics and Gynecology at the University of Calgary. Which is located close to the family’s home in Alberta, Canada. Dr.Wilson was a member of the Children's Hospital of Philadelphia (CHOP) team that established the foundation for MMC fetal surgery. He then guided the couple to speak to Stephanie, the senior genetic counsellor, who guided them through today’s evaluation meeting with several specialists, the team several specialists, the team was incredibly outstanding. Every member provided the family with support and emotional insurance for the procedure that would change baby Siena’s life. Overall, as of April 13, 2023, from the post, Siena is 7 years old and doing a fantastic job of managing her life with the assistance of CHOP and other special programs in Calgary. According to what I’ve read in this post, this family was fortunate to have met with incredible emotional support professionals in the medical industry who would assist them and their children to thrive in a world full of opportunities. To create opportunities for everyone to live, we humans need to support one another as we grow in the environment. Additionally, this family was fortunate enough to have a stranger cover their medical expenses; giving someone something as large as that fulfills a lot of goals.

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Ciarlo's Spina Bifida Story: Look at him now 

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Ciarlo's Spina Bifida Story: Look at him now 

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On the 19-week ultrasounds, Kira and her husband, Ken, learned that their son, Ciarlo, had spina bifida. They were treated with the utmost care, and the doctors at their ultrasounds told them straight about the situation but sent them to the Children’s Hospital and Philadephia (CHOP). Extensive experience with prenatal diagnosis and treatment of Spina Bifida, including fetal surgery, as well as a specialized Spina Bifida program. The hospital planned a c-section delivery, the day after Ciarlo was born the hospital managed to give him surgery to repair the hole in his spine. Today Ciarlo is growing up as an intelligent, friendly boy who continues to be followed by CHOP’s Spina Bifida program. Again like Siena’s story the chance that these two families had with the amazing work of The Children’s Hospital of Philadelphia. Keeping these facilities gives the world such amazing opportunities for many. We need to create more places like these for more opportunities for those who need the chance but cannot get help.

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Living with Cerebral Palsy: The Gandee Family Story 

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Living with Cerebral Palsy: The Gandee Family Story 

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The story on Hunter Gandee, who was named the high school athlete of the year by Sports Illustrated in recognition of his and his family’s efforts to raise awareness of cerebral palsy. All of this was done in support of his younger brother Braden, who also suffers from this illness. To raise awareness of the difficulties faced by kids like Braden, they organized a walk known as the Cerebral Palsy Swagger, in which Big Brother Hunter travelled 40 miles while carrying Braden. Braden had high expectations for his family; his sister treated him with normalcy and love, while his brother instilled in him a strong ethic. Afterwards, at school, he is Braden’s best friend’s helper and Braden helps his best friend in all of his activities. “People with CP are just like everyone,” he says. They struggle with things even when they are skilled at them. Nothing should be able to stop you. (Gandee, Braden) I’ve learned from this family- especially from Braden and Hunter - to never allow anything or anyone to stop them from achieving their goals. No matter what challenges you’re facing in life, showing kindness to others will go a long way toward helping you overcome them. After all, everyone has a purpose in life, so treat others the way you want to be treated and they want to be treated.

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Nichole Cheron's Story: Spinal Muscular Atrophy 

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Nichole Cheron's Story: Spinal Muscular Atrophy 

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This is Nichole Cheron’s story; she was born with spinal muscular atrophy, a hereditary condition that causes the muscles in the body to gradually deteriorate. For the majority of daily duties, she is completely dependent on a wheelchair and full-time attendants. She was stranded in Portland, Oregon, during an uncommon winter storm in 2008. She felt as though her muscles were losing their ability to support her body, which may have been fatal during those eight days. Nichole discovered that the Oregon Office of Diablity and Health had created a training program for emergency preparedness called “Ready Now!” The most crucial lesson she has picked up is the need to have a backup plan. Her ability to live freely with a disability was strengthened and her sense of empowerment increased as a result of the trading. It also shows people with disabilities that they scan more to take care of their situation in a crisis than anyone else can. Nicole has taught me that there's always someone or something that will be able to help you with whatever you are facing in your life in this day and age.

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Nikia's Story: Living with Spina Bifida 

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Nikia's Story: Living with Spina Bifida 

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Nikia was born with Spina Bifida, a birth defect, the major challenge that she faced was that spina bifida has a hard time with bowel and bladder control. Nikia faced bladder control as the most difficult aspect of her life and it was hard to control, having her move and find a bathroom every 5 minutes, stopping her daily life. Walking also is difficult for some people and people may have to use braces, crutches, walkers or wheelchairs. For Nikia, she used braces to add to her medical problem facing irritation to her skin when she is using the tool. But with all this, her succession was that she made a smooth transition from education to employment graduated with honours and made it to the dean's list. And with the support of a vocational rehabilitation program a federally funded state program, she was able to land a job with a federal agency just a week after graduation. Being a support for many people, we can help everyone achieve all their goals. This story presents how much our everyday improvements toward people with disabilities may be beneficial to creating a working environment where we can all create an environment to support the work of making the world more accessible.

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This resource considers barriers that people with physical disabilities face regarding learning and accessing education. They discuss physical barriers such as not being physically able to access your classroom or navigate the building/ campus due to a lack of accommodations. They also discuss societal barriers such as teachers not recognizing a disabled student’s potential because they only see their disability, which leads to a lack of opportunities given to the student. This is also an amazing resource that provides a list of common characteristics of a student with a disability as well as suggested strength-based accommodations/ classroom adaptations to accompany each.

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Physical disability may have an impact on some or all activities to a greater or lesser extent. 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).

The initial barrier experienced by many students with physical disabilities is physically accessing the learning environment itself. For many students with physical disabilities the inaccessibility of buildings and surrounding areas is a problem. ⁴

Students with physical disabilities and neurological conditions may also have perceptual difficulties that can take various forms. Some students have difficulty actually receiving information by hearing or sight, while others can see or hear, but cannot process the information they receive. This can cause difficulties with reading and writing, such as locating the correct place on the page, or moving from left to right when reading and writing.

Students with a neurological condition, and who may also have a physical disability, may have speech and language difficulties, along with students who are deaf, or who have partial hearing, may have difficulty communicating through speech. People with communication difficulties are often thought to be far less able than they really are. It is important to avoid making quick judgments about these students to ensure that automatic assumptions are not being made concerning a student's intelligence and ability if their speech is very slow, slurred, or if they are non-verbal. The potential of these students often goes unrecognized. Berry and Domene (2015) observed that students with physical disabilities report that support from postsecondary faculty and staff along with environmental and material supports to be important for achieving success in their postsecondary studies.

Common Accommodations

The following accommodations and classroom adaptations are a list of suggested accommodations, but are not comprehensive or exhaustive, nor will all accommodations listed be necessary in all cases. Other accommodations may be implemented based on the individual needs of each student as recommended by your campus Disability Services Office or other professionals.

Common Characteristics of a Student with Physical Disabilities

Commonly Suggested Accommodations/Classroom Adaptations

Has unique needs in terms of physical space or has difficulty using chairs/tables in the classroom/lab.

Create a physically accessible environment that is not mobility-limited.

Student needs specialized transportation.

Be flexible with the schedule. Students may arrive late or have to leave before the class is over due to adapted transportation services.

Is often physically unable to hold a pen and write for extended periods of time or may experience challenges with input, output, and information processing when working on assignments, tests, and/or exams.

Replace written exams or assignments with an oral exam or presentation.
Use of note takers.
Use of assistive technology (e.g., computer, assistive software, mini recorder, etc.). ⁵
Use of a scribe or speech-to-text software to record answers on tests/exams.
Provide a room other than the classroom for exams if required.

Student has difficulty finishing assignments and/or tests in allotted time.

Extra time for tests/exams and perhaps some components of coursework.

Experiences fatigue and limited mobility when speaking to a person for a long period of time.

When speaking to a person who uses a wheelchair for a long period of time, avoid the need for them to strain in order to look up at you by sitting beside or leaning toward them during the conversation, in order for them to avoid experiencing fatigue and/or pain.

Requires extra time to obtain formats compatible with assistive technology.

Provide digital copies of texts. (It is very important to provide students with a complete list of reference documents as early as possible or prior to the start of the semester).

Feels excluded during group exercises or has difficulty moving around the classroom.

Make sure that the person is always included with others when forming groups.

Expends a great deal of energy to complete daily tasks.

To reduce fatigue of students with physical disability, it may be helpful to limit the number of exams on a given day or week. Extra time should be planned for oral reports on occasion if the person has diction problems.
Perhaps suggest a reduced course load.

Experiences challenges with daily living activities and mobility.

Ensure all off-site activities are accessible or provide alternative assignment options.
Individuals with a motor disability sometimes use a service animal, which is usually trained to respond to unique commands. (It is preferable to ask permission before you pet the service animal).

4. SCIPS (2008).

5. Common technology used to help people with physical disabilities include, but are not limited to: alternative and modified keyboards, on-screen and touch screen keyboards, specialized mice, text and screen reading software, speech-to-text software, magnification software, and eye gaze communication device.

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Physical disability may have an impact on some or all activities to a greater or lesser extent. 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).

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In this heartwarming video, Joe Basey and Xavier Chenault consider barriers they face as disabled people relating to their education and employment. Joe is a recreation instructor for the city of Eugene, WA, and he also discusses the progress he’s seeing in overcoming these barriers, working towards an inclusive city with equal opportunities to lead full, healthy lives for everyone.

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Overcoming job barriers for people with disabilities

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This page discusses accessible education and offers many inclusive teaching strategies to ensure meaningful learning for everyone. They provide tips for supporting someone with a physical disability in many different environments and scenarios, as well as suggestions for one-on-one interaction with a student with a disability. This page also has suggestions for some common academic adaptations and modifications that can help accommodate students with physical disabilities.  

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Teaching Students with Physical Disabilities - Accessible Campus

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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 […]

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This article discusses the importance of mobility and participation in children and youth with disabilities. It also reiterates the importance of not only reducing physical barriers in the world but also reducing ableist social environments. In this article, they consider that since mobility enables access to social, economic, and community life, young people with disabilities are often excluded from everyday activities that promote a sense of identity and belonging. They state that fundamental change is needed in the systems surrounding us to move toward an inclusive society that supports people with disabilities to access the same opportunities as everyone else.

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Author links open overlay panel Melody Smith a , , , , , ,

Show more

Highlights

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Mobility is essential for wellbeing in disabled children and young people.

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Individuals bear significant mental, physical, time and financial costs of mobility.

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Social support is an important enabler to mobility and participation.

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Dis/ableism is a pervasive barrier to mobility and participation.

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Fundamental changes in bureaucratic systems are needed to reduce mobility barriers.

Abstract

Active participation in community and cultural life is a basic right of all children and young people (CYP) and is central to wellbeing. For disabled CYP, mobility can be constrained through a range of environmental and social/attitudinal barriers. The aim of this research was to understand the enablers and barriers to mobility from the perspectives of disabled CYP. Thirty-five disabled CYP aged between 12 and 25 years took part. Data were collected in Tāmaki Makaurau Auckland, Aotearoa New Zealand from mid-2016 to early 2018. Face-to-face interviews and go-along interviews were conducted and were transcribed verbatim. An iterative, thematic approach to analysis was undertaken. Mobility played an essential role in enabling wellbeing, connecting CYP to people, places and possibilities. While the possible impediments to smooth transit appeared infinite, numerous examples of overcoming barriers to mobility were evidenced across a range of factors. Dis/ableism was a pervasive barrier to mobility. The rights to access and experience the city for young people in this study were compromised by transport networks and social norms as well as values that privilege the movement of non-disabled bodies. The findings demonstrate that reducing ableist presumptions about preferences and abilities of disabled CYP, alongside ensuring practical enablers across the transport system must be key priorities for enhancing the wellbeing of this group.

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Mobility barriers and enablers and their implications for the wellbeing of disabled children and young people in Aotearoa New Zealand: A cross-sectional qualitative study

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Active participation in community and cultural life is a basic right of all children and young people (CYP) and is central to wellbeing. For disabled ...

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 This article discusses all the types of barriers that people with physical disabilities often face on a daily basis. Some of the most common barriers discussed are attitudinal physical, programmatic, social, or related to transportation, communication, or policies. This article goes into detail about each of these types of barriers, providing examples and specifying what is difficult about certain situations for people with physical disabilities.

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Centers for Disease Control and Prevention

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Nearly everyone faces hardships and difficulties at one time or another. But for people with disabilities, barriers can be more frequent and have greater impact. The World Health Organization (WHO) describes barriers as being more than just physical obstacles. Here is the WHO definition of barriers:

"Factors in a person's environment that, through their absence or presence, limit functioning and create disability. These include aspects such as:

a physical environment that is not accessible,

lack of relevant assistive technology (assistive, adaptive, and rehabilitative devices),

negative attitudes of people towards disability,

services, systems and policies that are either nonexistent or that hinder the involvement of all people with a health condition in all areas of life."

Often there are multiple barriers that can make it extremely difficult or even impossible for people with disabilities to function. Here are the seven most common barriers. Often, more than one barrier occurs at a time.

Attitudinal barriers

Attitudinal barriers are the most basic and contribute to other barriers. For example, some people may not be aware that difficulties in getting to or into a place can limit a person with a disability from participating in everyday life and common daily activities. Examples of attitudinal barriers include:

Stereotyping: People sometimes stereotype those with disabilities, assuming their quality of life is poor or that they are unhealthy because of their impairments.

Stigma, prejudice, and discrimination: Within society, these attitudes may come from people's ideas related to disability-People may see disability as a personal tragedy, as something that needs to be cured or prevented, as a punishment for wrongdoing, or as an indication of the lack of ability to behave as expected in society.

Today, society's understanding of disability is improving as we recognize "disability" as what occurs when a person's functional needs are not addressed in his or her physical and social environment. By not considering disability a personal deficit or shortcoming, and instead thinking of it as a social responsibility in which all people can be supported to live independent and full lives, it becomes easier to recognize and address challenges that all people-including those with disabilities-experience.

Communication Barriers

Communication barriers are experienced by people who have disabilities that affect hearing, speaking, reading, writing, and or understanding, and who use different ways to communicate than people who do not have these disabilities. Examples of communication barriers include:

Written health promotion messages with barriers that prevent people with vision impairments from receiving the message. These include

Use of small print or no large-print versions of material, and

No Braille or versions for people who use screen readers.

Auditory health messages may be inaccessible to people with hearing impairments, including

Videos that do not include captioning, and

Oral communications without accompanying manual interpretation (such as, American Sign Language).

The use of technical language, long sentences, and words with many syllables may be significant barriers to understanding for people with cognitive impairments.

Physical barriers

Physical barriers are structural obstacles in natural or manmade environments that prevent or block mobility (moving around in the environment) or access. Examples of physical barriers include:

Steps and curbs that block a person with mobility impairment from entering a building or using a sidewalk;

Mammography equipment that requires a woman with mobility impairment to stand; and

Absence of a weight scale that accommodates wheelchairs or others who have difficulty stepping up.

Policy Barriers

Policy barriers are frequently related to a lack of awareness or enforcement of existing laws and regulationsexternal icon that require programs and activities be accessible to people with disabilities. Examples of policy barriers include:

Denying qualified individuals with disabilities the opportunity to participate in or benefit from federally funded programs, services, or other benefits;

Denying individuals with disabilities access to programs, services, benefits, or opportunities to participate as a result of physical barriers; and

Denying reasonable accommodations to qualified individuals with disabilities, so they can perform the essential functions of the job for which they have applied or have been hired to perform.

Programmatic Barriers

Programmatic barriers limit the effective delivery of a public health or healthcare program for people with different types of impairments. Examples of programmatic barriers include:

Inconvenient scheduling;

Lack of accessible equipment (such as mammography screening equipment);

Insufficient time set aside for medical examination and procedures;

Little or no communication with patients or participants; and

Provider's attitudes, knowledge, and understanding of people with disabilities.

Social Barriers

Social barriers are related to the conditions in which people are born, grow, live, learn, work and age - or social determinants of health - that can contribute to decreased functioning among people with disabilities. Here are examples of social barriers:

People with disabilities are far less likely to be employed. In 2017, 35.5% of people with disabilities, ages 18 to 64 years, were employed, while 76.5% of people without disabilities were employed, about double that of people with disabilities.²

Adults age 18 years and older with disabilities are less likely to have completed high school compared to their peers without disabilities (22.3% compared to 10.1%).

People with disabilities are more likely to have income of less than $15,000 compared to people without disabilities (22.3% compare to 7.3%).

Children with disabilities are almost four times more likely to experience violence than children without disabilities.

Transportation barriers

Transportation barriers are due to a lack of adequate transportation that interferes with a person's ability to be independent and to function in society. Examples of transportation barriers include:

Lack of access to accessible or convenient transportation for people who are not able to drive because of vision or cognitive impairments, and

Public transportation may be unavailable or at inconvenient distances or locations.

References

1. World Health Organization, International classification of functioning, disability and health. Geneva:2001, WHO. p. 214.

2. Houtenville, A. and Boege, S. (2019). Annual Report on People with Disabilities in America: 2018. Durham, NH: University of New Hampshire, Institute on Disability. Available at https://disabilitycompendium.org/sites/default/files/user-uploads/Annual_Report_2018_Accessible_AdobeReaderFriendly.pdfpdf icon external icon

3. Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Division of Human Development and Disability. Disability and Health Data System (DHDS) Data [online]. [Accessed August 6, 2019].

Source: World Health Organization; available at https://www.who.int/mediacentre/news/notes/2012/child_disabilities_violence_20120712/en/external icon

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Disability and Health Disability Barriers | CDC

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For people with disabilities, barriers can be more frequent and have greater impact. Learn about what these barriers are for the disabled.

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Muscular Dystrophy: knowledge for schools 

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Muscular Dystrophy: knowledge for schools 

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1. Student may need…

Indiviidualized eduction plan (IEP) or 504 education plan

Need adaptive or assistive technological devices in teh classroom (such as a keyboard for writing or assistance)

Wear braces, use crutches or a walker, or need a wheelchair

Need extra time to get physical therapy sessions and medical visits

Need tutoring or support

Need extra time to make assignments adn take tests

Need preferential seating

Be at risk for bullying

2. What teachers can do…

Makign sure the classroom is easy access to get around and no obstacles

Encourgae classmates to be supportive and help when needed

Encourage classmates to paractive in activities at the students own pace and comfort level

Physcial activities that should be adapted to the student’s ability

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1. Centers for Disease Control and Prevention. (2020, September 16). Common Barriers to Participation Experienced by People with Disabilities. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html

2. Ontario’s Universities. (2017, February 27). Teaching students with physical disabilities. Accessible Campus. https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-physical-disabilities/

3. Place Matters Oregon. (2021, June 3). Overcoming job barriers for people with disabilities [video]. Youtube.https://www.youtube.com/watch?v=IpIfZJ6lkpE

4. Smith, M., Calder-Dawe, O., Caroll, P., & Witten, K. (2021, February 6). Mobility barriers and enablers and their implications for the wellbeing of disabled children and Young People in Aotearoa New Zealand: A cross-sectional qualitative study. Wellbeing, Space and Society. https://www.sciencedirect.com/science/article/pii/S2666558121000014

5. Supporting Students with Disabilities. (n.d.). Physical Disabilities: Implications for Learning. https://alc.ext.unb.ca/modules/physical-disabilities/implications-for-learning.html

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1. Biogen. (2023, March 2). Tristram’s story: Living with Spinal Muscular Atrophy. Www.youtube.com. https://www.youtube.com/watch?v=eSPWxB8lUrQ

2. CDC. (2016, March 23). Living with Cerebral Palsy: The Gandee Family Story | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/cp/features/living-with-cp-gandee-family.html

3. CDC. (2019a, September 9). Real Stories from People Living with a Disability | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/disabilityandhealth/stories.html#nickole

4. CDC. (2020, September 22). Real Stories: Living with Spina Bifida | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/birthdefects/stories/spina-bifida/nikia.html

5. Philadelphia, T. C. H. of. (2023, April 13). Siena’s Story: Fetal Surgery for Myelomeningocele. Www.chop.edu. https://www.chop.edu/stories/sienas-story-fetal-surgery-myelomeningocele

6. The Children's Hospital of Philadelphia. (2015). Ciarlo’s Spina Bifida Story: Look at Him Now. In YouTube. https://www.youtube.com/watch?v=yqT5fw_Ci4c

7. EA's
Children’s Health , N. (2023, September 3). Muscular Dystrophy Factsheet (for Schools) (for Parents) - Nemours KidsHealth. Kidshealth.org. https://kidshealth.org/en/parents/md-factsheet.html#:~:text=Make%20sure%20your%20classroom%20is

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1. Opšenák, R., Richterová, R., & Kolarovszki, B. (2021). Etiology and pathophysiology of the spina bifida. In IntechOpen eBooks.Etiology and Pathophysiology of the Spina Bifida | IntechOpen

2. What is Cerebral Palsy? | CDC. (2023, October 6). Centers for Disease Control and Prevention.

What is Cerebral Palsy? | CDC

3. Spina Bifida. (n.d.). National Institute of Neurological Disorders and Stroke. Retrieved November 20, 2023,

Spina Bifida | National Institute of Neurological Disorders and Stroke (nih.gov)

4. Professional, C. C. M. (n.d.). Muscular Dystrophy. Cleveland Clinic. Retrieved November 20, 2023,

Muscular Dystrophy: What It Is, Symptoms, Types & Treatment (clevelandclinic.org)