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Special Education 447

Special Education 447. Curriculum Considerations and Personal Care Management for Students with Physical and Health Impairments. Curriculum Considerations. Assessment Identification of priority needs Impact on core curriculum Designing program Instruction techniques. Assessment.

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Special Education 447

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  1. Special Education 447 Curriculum Considerations and Personal Care Management for Students with Physical and Health Impairments

  2. Curriculum Considerations • Assessment • Identification of priority needs • Impact on core curriculum • Designing program • Instruction techniques

  3. Assessment • Discrepancy analysis • Task analysis • Observation of performance • Record of performance error’s • Determining instructional approach • Direct instruction • Use of adaptations • Alternative methods

  4. Instruction • Prompting systems • Learning strategies • Demonstration model • Response prompts

  5. Personal Care Management • Issues regarding feeding and respiration • Issues regarding personal cares • Impact on educational program • Personal and social development and awareness • Progress towards independence

  6. Feeding and Respiration • Terms • Feeding • Swallowing • Aspiration • Considerations • Feeding skills • Feeding utensils • Positioning • Swallowing • Respiratory and gastrointestinal factors • Nutritional requirements • Oral and pharyngeal activity

  7. Impacting Conditions • Prematurity • Upper airway obstruction/anomalies • Congenital defects • Traumatic injury • Neurological conditions

  8. Impact on Learning • Nutritional intake • Development and maintenance of teeth and gums • Sensory stimulation • Communication and personal/social skills • Security and attachment

  9. Typical Development • Oral-motor skills related to feeding • Rooting response • Automatic phasic bite-release pattern • Gag response • Bottle drinking • Sucking • suckling • Spoon feeding • Cup drinking • Solid foods • Bite • Munch • Rotary jaw movements

  10. Typical Development • Respiratory development • “Belly breathing” through most of first year • Develops coordination with movement, feeding and swallowing, and communication • Increased abdominal control, stability of shoulder girdle, expansion of rib cage - leading to abdominal thoracic breathing • Respiratory coordination with oral/pharyngeal activity in feeding and swallowing • Postural control • Physical growth • Skeletal changes in alignment • Sensory experiences • Respiratory function

  11. Essential Components • Feeding • Upper airway protection • Gag response • Lower respiratory system function • Oral-motor skills • Sound production • Coordination with movement and respiration • Emotional state • Lips, tongue, teeth • Imitation • Basic needs • Interaction

  12. Dysfunction in Feeding • Impact of tone • Atypical movement patterns for example… • Upper body hyper-extension leading to jaw thrust and retraction • Asymmetry leading to retraction and deviation to side • Tongue retraction leading to tongue thrust • Decreased sensory experiences

  13. Dysfunction in Respiration • Impact of tone • Compensatory patterns for example… • Low tone leading to thoracic retraction • High tone leading to elevation and internal rotation of shoulder girdle • Decreased respiratory function • Impacts feeding and swallowing, compromising safety • Interferes with phonation

  14. Evaluation Process • Conducted by specialists who are knowledgeable in typical and atypical development • Oral-motor structures • Feeding and swallowing skills • Respiratory coordination • Body systems • Monitored by educational team • Oral sensory needs • Nutritional needs • Medication impact • Positioning and handling issues

  15. Considerations for Consultant • Postural control and movement • Sensory stimulation • Respiratory function • Positioning • Methods of liquid intake • Use of utensils for solid food intake • Biting and chewing • Drooling • Sound/speech production • Communication

  16. Considerations for Intervention • Establish goals and objectives for student performance • Determine adaptations and strategies for intervention • Ensure proper training • Introduce interventions outside of actual “mealtime” or informal feeding opportunities • Oral hygiene

  17. Considerations for Intervention • Use of positioning and handling • Selection of utensils • Selection of food and liquids • Consistency • Texture • Taste • Nutrition • Preparatory activities • Facial and oral tactile sensitivity • Facial and oral preparation • Incorporating into normal routines

  18. Considerations for Intervention • Direct intervention techniques • Oral control • Cup drinking • Spoon feeding • Solid foods • Respiratory coordination • Preparatory activities of oral-motor structures • Neurodevelopmental treatment of trunk and extremities

  19. Personal Cares • Self-care skills • Hygiene • Eating and toileting • Dressing • Use of adaptations • Home management skills • Kitchen skills • Housekeeping • Use of technology • Community-based skills • Transportation • Access to facilities • Barriers • Recreation and leisure opportunities

  20. Hygiene • Personal and family values • Impact of disability • Areas of care • Hand washing • Face and body washing • Hair care • Oral hygiene • Personal hygiene

  21. Eating and Toileting • Typical development • Impact of disability • Independent skills • Training methods • Alternative methods • Tube feedings • Catheterization • Colostomy care • Independent care versus adult assistance

  22. Dressing • Typical development • Impact of disability • Motivation and preferences • Use of adaptations

  23. Recreation and Leisure Opportunities • Impact of Section 504 and ADA • Physical access versus program or service access • Role of DAPE teachers • Terms • Recreation • Leisure

  24. Physical Education • “Physically educated” • Skills necessary to participate in physical activity • Level of physical fitness • Appreciation of physical activity • Physical activity for enjoyment and health • “Physical education” • Physical and motor fitness • Fundamental motor skills • Special PE, APE, movement education, and motor development

  25. DAPE • Modeled after regular PE program with necessary adaptations for success • Challenging • Consideration of life-long needs • Integration with non-disabled peers • Individualized selection of activities

  26. Collaboration • Assessment of motor abilities • Prioritizing needs • Anticipation of future environments • Consideration of extracurricular activities • Developing plan, including goals and objectives, placement, activities, and adaptations

  27. Leisure and Recreation Education • Personal preferences • Non-competitive nature • Not only fitness-related • Domain-based • Creative • Science and technology • Nature • Sports

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