Teaching students with disabilities: Orthopedic impairment

Full text

AEC600
Teaching Students with Disabilities: Orthopedic
Impairment1
Sarah E. LaRose, Andrew C. Thoron, and Blake C. Colclasure2
1. This document is AEC600, one of a series of the Department of Agricultural Education and Communication Department, UF/IFAS Extension. Original
publication date August 2016. Visit the EDIS website at http://edis.ifas.u.edu.
2. Sarah E. LaRose, graduate assistant; Andrew C. Thoron, assistant professor; and Blake C. Colclasure, graduate assistant; Department of Agricultural
Educaiton and Communication, UF/IFAS Extension, Gainesville, FL 32611.
The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services
only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status,
national origin, political opinions or aliations. For more information on obtaining other UF/IFAS Extension publications, contact your county’s UF/IFAS Extension oce.
U.S. Department of Agriculture, UF/IFAS Extension Service, University of Florida, IFAS, Florida A & M University Cooperative Extension Program, and Boards of County
Commissioners Cooperating. Nick T. Place, dean for UF/IFAS Extension.
Introduction
Agricultural education instructors teach a wide variety of
students including those who may be disabled. Students re-
quiring special services are not always cognitively impaired.
Sometimes students may require modications based on
their physical abilities, particularly those classied with an
orthopedic impairment. According to the Individuals with
Disabilities Education Act, an orthopedic impairment is
dened as
A severe orthopedic impairment that adversely aects
a child’s educational performance. e term includes
impairments caused by a congenital anomaly, impair-
ments 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). (2004, 300.8.8)
Orthopedic impairments can be classied as belonging to
one of three dierent categories: neuromotor impairments,
degenerative diseases, or musculoskeletal disorders (Heller
& Swinehart-Jones, 2003). Common examples of conditions
according to each category include the following:
Neuromotor Impairments: spina bida, cerebral palsy,
spinal cord injuries
Degenerative Diseases: muscular dystrophy, spinal
muscular atrophy
Musculoskeletal Disorders: club foot, missing/deformed
limbs, scoliosis
e orthopedic impairment must interfere with the
student’s ability to perform in an educational environment
in order to qualify for special services. is disability may
interfere with a student’s ability to walk, write, or perform
other physical tasks in the classroom and laboratory setting.
It might also aect the student’s ability to communicate
with others, hindering their ability to respond to questions
orally. Furthermore, they might also have additional
disabilities that can aect their educational performance,
including mental retardation, learning disabilities, percep-
tual problems, distractibility, disorganization, visual-motor
decits, restlessness, and visual abnormalities (Heller &
Swinehart-Jones, 2003). ese various conditions all serve
to aect the student’s coordination and mobility as well as
their ability to communicate, learn, and adjust (Vaughn,
Bos, & Schumm, 2007). Orthopedic impairments may also
aect the student’s endurance in performing various tasks,
and they might tire more easily. Due to the hands-on nature
of agricultural education, instructors should plan ahead to
meet the needs of learners in their classes with orthopedic
impairments.

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Teaching Students with Disabilities: Orthopedic Impairment
Application in the Learning
Environment
Just as each student who is cognitively aected by a learning
disability varies in the range and depth of their disability,
students with orthopedic impairments vary widely as
well. Some of the more common orthopedic impairments
include cerebral palsy, muscular dystrophy, spinal cord
injury, and spina bida (Vaughn, Bos, & Schumm, 2007).
e instructor needs to meet with the case manager of the
student and with the parents/guardians of the student in
order to best prepare for meeting the needs of the student.
Students with orthopedic impairments will likely have a
variety of needs inuenced by the type of limitations they
experience with their disability. Heller and Swinehart-Jones
(2003) developed the following model which depicts
the impact of orthopedic impairments on educational
performance.
e model illustrates how the type of orthopedic impair-
ment, as well as the psychosocial and environmental
factors, all can aect the functional limitations of the
educational performance of students with orthopedic im-
pairments. Furthermore, the instructor should determine
how the functional limitations of the student aect the
amount of instructional delivery time. Motor limitations
and neurocognitive impairments may increase the amount
of time necessary to provide students with meaningful
learning experiences, requiring the instructor to modify the
time management of their classroom.
Consideration should be given to the psychosocial/environ-
mental factors when tailoring instruction to students with
orthopedic impairments. Instructors can use three basic
principles when accommodating students with orthopedic
impairments: (1) use others as resources, (2) be exible in
your planning, and (3) be ingenious and creative. Students
with orthopedic impairments oen have a large support
team assigned to work with them to ensure that they are
receiving appropriate educational services. For example,
students might be given assistance from special education
teachers, an occupational or physical therapist, or a speech
and language pathologist. If the severity of the impairment
is far less or temporary, the assistance may be from an adap-
tive physical education teacher (Vaughn, Bos, & Schumm,
2007). Involve the various members of this support team
to gain clearer idea of what educational strategies will be
appropriate for the student. e instructor should also be
made aware of specic indicators of student health prob-
lems and have the ability to respond appropriately should
an emergency situation arise (Heller & Swinehart-Jones,
2003). e manner in which the instructor should respond
to these situations will vary among school districts, so it
will be imperative that the instructor seek out this informa-
tion. Ultimately, it is the responsibility of the instructor to
provide a safe and healthy environment for all students.
Classroom Environment
Students with orthopedic impairments may have assistive
technologies that allow them to communicate, read, record
notes, or physically move around the room. Conversing
with the members of the student’s support team, who are
familiar with these technologies, can help the instructor
learn how these technologies can be incorporated into
instruction. Instructors should work closely with special
education teachers in order to provide appropriate
modications to tests, quizzes, and other assignments. For
example, a student might be better able to respond to ques-
tions orally rather than writing a response or using assistive
technology, or the number of questions on a test might
be reduced if the student tires easily. Structured graphic
organizers, which limit the amount of visual processing
or physical writing, may also be useful modications for
students with orthopedic impairments. Since these students
might also be aected by mental retardation and learning
disabilities that might aect their ability to learn, students
with orthopedic impairments may have modied expecta-
tions for knowledge and skills they are expected to acquire
(Heller & Swinehart-Jones, 2003). For example, a student
Figure 1. A model depicting the impact of orthopedic impairments on
education performance.
Credits: Heller and Swinehart-Jones (2003, p. 7)

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Teaching Students with Disabilities: Orthopedic Impairment
may be exempt from taking a class if it is determined that a
particular subject might be too abstract for them to grasp.
It would be wise for the agriculture instructor to meet with
the special education teacher to determine unit content
appropriate for the student’s abilities.
In addition to determining appropriate instructional
strategies and curricular expectations, it is vital that the
instructor evaluate the physical classroom environment
when planning to work with students with orthopedic
impairments. Consideration should be given to seating
(e.g., desk with attached chairs vs. tables), oor traction,
lighting, board visibility, width of aisles, work surface
accessibility, location of classroom supplies, and location of
the student in the classroom. Creating a physical environ-
ment that allows a student to easily interact with their peers
is the rst step toward creating a welcoming, safe space for
learning to occur.
Laboratory Environment
Student accessibility is likely to be the biggest concern for
instructors planning to meet the needs of students with
orthopedic impairments in the laboratory setting. Agricul-
tural education laboratories vary widely and can include en-
vironments such as food science labs, chemistry labs, large
animal handling facilities, small animal care and grooming
labs, agricultural mechanics facilities, gardens, greenhouses,
and more. Since these laboratory settings vary so widely,
instructors will need to assess the physical layout of their
own particular lab settings to determine what areas need to
be addressed when instructing a student with orthopedic
impairments. Agricultural-specic assistive technology is
increasingly available from the National AgrAbility Project
and may be available for school systems to implement
into programs. e instructor should have conversations
with the special education sta and possibly even the
administration regarding the types of modications that
might be made to existing laboratory environments or
equipment in order to make it accessible for students with
orthopedic impairments. e instructor needs to explain
the activities associated with working in the laboratory
setting to the learner’s case manager, paraprofessional, and
parents before having the learner engage in such activities
in order to decide which activities are appropriate and safe
for the learner.
Non-Formal Environment
Agricultural education takes advantage of a variety of non-
formal learning environments, including class eld trips to
area farms and businesses, FFA conferences and workshops,
and Supervised Agricultural Experience projects (SAE).
Students with orthopedic impairments will possibly have
walkers, wheelchairs, or motorized equipment to help them
move around independently; these will need to be ac-
counted for when transporting students. Some agriculture
education programs have activity vehicles such as pickup
trucks, vans, or busses that are used to transport students.
If an instructor is taking a class eld trip, then it will be
important to account for how students with orthopedic
impairments will travel. e instructor may need to request
a school bus with handicap accessibility to transport the
student. e instructor should consult the special education
department and the administration about the particular
processed needed to ensure that students with orthopedic
impairments can still participate in class or FFA eld trips.
Students with orthopedic impairments may also have
vocational goals written into their Individualized Education
Plans (IEP) that expressly outline knowledge and skills that
the students should develop in order to help prepare them
for life aer public education. e SAE requirements for
students with orthopedic impairments can be modied to
meet these goals and the student’s ability. For example, a
student might help sort mail and les at a veterinary oce
or stock produce at a grocery store. ese students may also
be assigned a workplace mentor by the special education
department as part of addressing the vocational goals of the
students’ IEP. is mentor is frequently a paraprofessional
the student may work with throughout the school day
already, and who accompanies the student to their place of
work. is person can give the instructor valuable feedback
regarding the student’s performance. Additionally, students
with orthopedic impairments might conduct their own
agriscience research project or entrepreneurship project
at school or home in order to enrich their vocational skill
development and augment their agricultural education.
Conclusion
Learners with orthopedic impairments are aected by their
disability in unique ways and by a variety of conditions.
In tandem with physical disabilities, these students might
also be aected by other conditions such as developmental
disorders, mental retardation, learning disabilities, or visual
processing disabilities. Of primary diculty for students
with orthopedic impairments is the physical interaction
with their environment. Agricultural education instructors
should work closely with the special education department
and other members of the support team for a student with
orthopedic impairments to ensure that their instruction
and instructional environments meet the needs of the
learner. Resources for adaptive agricultural technology can
be found from Extension or AgrAbility. Additionally, other

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Teaching Students with Disabilities: Orthopedic Impairment
resources for instructional strategies or supplies designed
for individuals with disabilities are available from various
websites listed below.
https://pubs.ext.vt.edu/442/442-084/442-084_pdf.pdf
http://www.agrability.org/index.cfm
https://www.independentliving.com/default.asp
http://www.nsta.org/disabilities/motor.aspx
References
Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the
Educational Needs of Students with Orthopedic Impair-
ments. Physical Disabilities: Education and Related Services,
22(1), 3–24.
Individuals with Disabilities Education Act of 2004 § 300,
A § 300.8 c 8 (2004). Retrieved from http://idea.ed.gov/
explore/view/p/,root,regs,300,A,300%252E8,c,8,
Vaughn, S., Bos, C.S., & Schumm, J.S. (2007). Teaching
Students Who Are Exceptional, Diverse, and at Risk in the
General Education Classroom (4th ed.). Boston, MA: Pearson
Education.