COURSE OVERVIEW:

A physical disability does not automatically impair a student’s ability to learn. While it is true that some students with physical impairments do have significant learning problems, assumptions should never be made about an individual’s capacity to learn simply on the basis of a physical disability.

In schools and childcare settings, problems in accommodating students with physical disabilities are usually more related to difficulties with access to buildings, resources and social networks rather than problems with learning. In the classroom, many accommodations and adaptations may be required to meet these students’ needs.

Hearing and vision impairments are relatively low incidence disabilities that can result in significant learning problems and can impede social development. Students with these sensory impairments may be of any ability level and may vary significantly in their degree of disability and their response to special teaching methods. Educators are able to implement many simple adaptations to their teaching approach to accommodate students with these sensory impairments.

Students with mild forms of disability, and those with average or above average learning aptitude, will usually attend ordinary schools and will access the mainstream curriculum with extra support. It is essential to ensure that the amount and nature of the support provided does not begin to create unnecessary dependence in the students. The goal should be to encourage independence.

For students with more severe and complex disabilities, special schools still offer the best placement. In this situation, the curriculum and teaching methods can be more easily adapted to the students’ needs, and various forms of therapy can more easily be provided.

This course discusses some of the major forms of physical disabilities and sensory impairments.

The first part explores physical disabilities such as: cerebral palsy, spina bifida, hydrocephalus, muscular dystrophy, epilepsy, and traumatic brain injury. Then provides some effective strategies to accommodate and teach students with these disabilities. 

The second part discusses two of the major forms of sensory impairment – hearing and vision. Then provides the best ways to accommodate and teach students with these impairments. Also, examines the deaf–blind impairment and then provides ways to accommodate and teach deaf-blind students.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand:

• The major forms of physical disabilities
• Cerebral palsy and how to accommodate and teach students with cerebral palsy?
• The treatments and approaches for cerebral palsy
• Epilepsy and how to accommodate and teach students with epilepsy?
• Spina bifida and how to accommodate and teach students with spina bifida?
• Hydrocephalus and how to accommodate and teach students with hydrocephalus?
• Muscular dystrophy and how to accommodate and teach students with muscular dystrophy?
• Multiple sclerosis (MS) and how to accommodate and teach students with MS?
• Traumatic brain injury (TBI) and how to accommodate and teach students with TBI?
• The duties for a teacher of a student with TBI
• Other disabling conditions
• Students with impaired hearing
• The principal characteristics of individuals with hearing loss
• The types of hearing loss
• Methods of communication with students with impaired hearing
• How to teach hearing-impaired students?
• Strategies to use when working with hearing-impaired students
• The principles of classroom management and arrangements for hearing-impaired students
• Students with impaired vision
• The assessment of children’s visual functioning
• The impact of impaired vision on individuals
• The early development of blind children
• The types of vision impairment
• The most frequent diseases or disorders of the eye resulting in impaired vision
• The priority needs of students with impaired vision
• The mobility skills that should be taught to vision-impaired students
• How to teach students with impaired vision?
• The simple adaptations that teachers can make for students with impaired vision
• The deaf–blind student
• How to accommodate and teach deaf-blind students?
• Curriculum planning for deaf–blind students

COURSE DURATION:

The typical duration of this course is approximately 2-3 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

COURSE REQUIREMENTS:

You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.

COURSE DELIVERY:

Purchase and download course content.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.