Creating a Classroom Community for Every Learner
Teachers of students with physical disabilities need to consider how the physical limitations of a student affects their ability to learn. Everything from the classroom layout and the storage of materials to grip adapters and adapted keyboards all need to be considered. Students with severe physical conditions often have many medical appointments and may miss class as a result of this. Teachers need to be mindful of this, and show understanding when a student with a physical/ medical disability is absent from class. Alberta Education has created a series of information pages that highlight some of the common physical disabilities teachers encounter in their classrooms. The information found in this link provides teachers with information about the physical disability, implications for understanding and instruction, as well as a list of questions that classroom teachers can ask themselves in preparation for creating a welcoming environment for a child with a physical disability.
Many of the ways teachers can make students with physical disabilities feel included in the classroom community is by finding ways for that student to use the same, or similar, materials as the rest of their classmates. The first place to find out what works for a student is their parents or guardians. While Alberta Education does a great job of describing the implications that a physical disability may bring to a class, a document put together by the Newfoundland and Labrador Department of Education lists specific strategies for adapting classroom materials to the needs of a student with a physical disability.
Chapter 9, Infusing Assistive Technology for Learning into the IPP Process, in the Alberta Education IPP handbooks describes Assistive Technology for Learning (ATL) as any device, media or service used to assist students in performing tasks that would otherwise be difficult or impossible independently. These technologies fall on a large spectrum of tools ranging from low-tech pencil grips to high-tech voice to text software. When choosing appropriate technology for students with physical disabilities, student goals, advice from parents and ideas from classroom teachers all work together to find the best solution. When the students has a severe physical disability specialists such as occupational therapists are consulted.
As with all classroom strategies, it is important to constantly review and evaluate the effectiveness of adaptive technology being used. Student needs are always changing, and new strategies and technology are always becoming available.
Resources
Alberta Education, Medical/Disbility Information for Classroom Teachers: http://www.learnalberta.ca/content/inmdict/html/index.html
Alberta Education Individualized Program Planning:
http://education.alberta.ca/admin/supportingstudent/diverselearning/ipp.aspx
Newfoundland and Labrador Department of Education: http://www.nsnet.org/start/physical.pdf
Many of the ways teachers can make students with physical disabilities feel included in the classroom community is by finding ways for that student to use the same, or similar, materials as the rest of their classmates. The first place to find out what works for a student is their parents or guardians. While Alberta Education does a great job of describing the implications that a physical disability may bring to a class, a document put together by the Newfoundland and Labrador Department of Education lists specific strategies for adapting classroom materials to the needs of a student with a physical disability.
Chapter 9, Infusing Assistive Technology for Learning into the IPP Process, in the Alberta Education IPP handbooks describes Assistive Technology for Learning (ATL) as any device, media or service used to assist students in performing tasks that would otherwise be difficult or impossible independently. These technologies fall on a large spectrum of tools ranging from low-tech pencil grips to high-tech voice to text software. When choosing appropriate technology for students with physical disabilities, student goals, advice from parents and ideas from classroom teachers all work together to find the best solution. When the students has a severe physical disability specialists such as occupational therapists are consulted.
As with all classroom strategies, it is important to constantly review and evaluate the effectiveness of adaptive technology being used. Student needs are always changing, and new strategies and technology are always becoming available.
Resources
Alberta Education, Medical/Disbility Information for Classroom Teachers: http://www.learnalberta.ca/content/inmdict/html/index.html
Alberta Education Individualized Program Planning:
http://education.alberta.ca/admin/supportingstudent/diverselearning/ipp.aspx
Newfoundland and Labrador Department of Education: http://www.nsnet.org/start/physical.pdf