Prepare A Table Or List That Identifies The Following A Mini

Prepare A Table Or List That Identifies The Followinga Minimum Of Eig

Prepare a table or list that identifies the following: A minimum of eight physical, health, and related low-incidence disabilities. (8 points) For each that you list, provide at least three common characteristics of the disability. (8 points) For each that you list, identify at least one modification and/or accommodation that might be considered in an inclusive classroom. (8 points) For each that you list, identify any assistive/augmentative technology that might be appropriate. (8 points)

Paper For Above instruction

Introduction

Inclusive education aims to accommodate students with diverse needs, including those with low-incidence disabilities. These disabilities are less common but require specific modifications, accommodations, and technologies to ensure equitable learning opportunities. This paper identifies eight low-incidence disabilities related to physical and health conditions, describes their characteristics, and explores suitable modifications and assistive technologies for classroom integration.

Low-Incidence Disabilities: Identification and Characteristics

Disability Common Characteristics Classroom Modifications/Accommodations Assistive/Augmentative Technology
Cerebral Palsy
  1. Impaired muscle tone and coordination
  2. Variability in movement and posture
  3. Potential cognitive impairments depending on severity
  • Accessible desks and adaptive seating
  • Use of physical therapy techniques integrated into activities
  • Assistive devices for mobility and communication
  • Powered wheelchairs
  • Speech-generating devices
  • Adaptive keyboards and switches
Spinal Cord Injury (SCI)
  1. Loss of motor function below the injury level
  2. Possible loss of sensation
  3. Requires significant mobility adjustments
  • Accessible classroom layouts
  • Use of voice recognition and alternative input devices
  • Task modifications to reduce physical strain
  • Voice recognition software
  • Adaptive keyboards
  • Environmental control units
Cystic Fibrosis
  1. Chronic respiratory issues
  2. Need for frequent medical intervention
  3. Potential nutritional deficiencies
  • Flexible scheduling for medical needs
  • Accessible classroom environment to minimize respiratory strain
  • Hydration and rest breaks
  • Portable oxygen monitors
  • Electronic medication reminders
  • Speech-to-text devices
Huntington's Disease
  1. Progressive motor dysfunction
  2. Cognitive decline
  3. Emotional and behavioral challenges
  • Structured routines and visual aids
  • Minimized distractions in the classroom
  • Assistive supports for communication
  • Speech-generating devices
  • Memory aids and electronic organizers
  • Adaptive computer interfaces
Multiple Sclerosis (MS)
  1. Fatigue and mobility challenges
  2. Possible visual disturbances
  3. Difficulty with coordination and balance
  • Flexible attendance policies
  • Accessible seating and aids for mobility
  • Rest breaks as needed
  • Assistive listening devices
  • Voice-controlled computer systems
  • Visual amplification aids
Muscular Dystrophy
  1. Progressive muscle weakening
  2. Difficulty with mobility and manual tasks
  3. Potential respiratory involvement
  • Adaptive furniture and devices
  • Modified physical activities
  • Accessible classroom layout
  • Powered wheelchairs
  • Adaptive computer input devices
  • Speech recognition software
Amputation
  1. Loss of limb(s)
  2. Altered mobility and dexterity
  3. Potential for phantom limb pain
  • Prosthetic devices integrated into classroom activities
  • Adaptive tools for writing and manipulation
  • Accessible seating and workspaces
  • Prosthetic control systems
  • Modified computer mice and keyboards
  • Voice-controlled devices
Post-Polio Syndrome
  1. Muscle weakness and fatigue
  2. Decreased endurance
  3. Joint pain and instability
  • Modified seating for support
  • Extended rest periods
  • Assistive walking devices as needed
  • Mobility aids with electronic features
  • Energy conservation apps
  • Adaptive input devices
Traumatic Brain Injury (TBI)
  1. Memory deficits
  2. Difficulty concentrating and processing information
  3. Behavioral changes
  • Structured routines and visual supports
  • Reduced sensory stimuli
  • Memory aids and organizational tools
  • Memory aids and electronic organizers
  • Speech-to-text and word prediction software
  • Communication devices

Conclusion

Understanding low-incidence disabilities involving physical and health-related conditions is crucial for promoting inclusive educational environments. Each disability requires tailored modifications, accommodations, and assistive technologies to facilitate participation and success in the classroom. Educators, students, specialists, and technology developers must collaborate to effectively support learners with these unique needs, ensuring equitable access to education and fostering an inclusive community.

References

  • Anthony, J. C., & Clark, K. (2018). Assistive Technology in the Classroom: Enhancing Learning Opportunities for Students with Disabilities. Journal of Special Education Technology, 33(2), 89–98.
  • Beck, D., & Perry, R. (2020). Low-Incidence Disabilities: Strategies for Inclusion. Learning Disabilities Research & Practice, 35(4), 175–184.
  • Cook, A. M., & Polgar, J. M. (2014). Assistive Technologies: Principles and Practice (4th ed.). Elsevier.
  • Gutmann, L., & Ryskina, K. (2017). Educating Students with Spinal Cord Injuries: Accommodations, Modifications, and Technology. Rehabilitation Education, 31(3), 123–135.
  • Hogues, T., & Reiber, C. (2019). Supporting Students with Cerebral Palsy in Inclusive Classrooms. Journal of Pediatrics and Child Health, 55(9), 1063–1069.
  • Lane, S., & Beattie, R. (2021). Strategies for Assisting Students with Muscular Dystrophy. Journal of School Nursing, 37(6), 491–498.
  • Martinez, M., & Seitz, V. (2019). Technology and Accessibility in Education for Students with Physical Disabilities. Assistive Technology, 31(3), 157–165.
  • Rosenblum, S., & Yellowlees, P. (2019). Assistive Technologies for Traumatic Brain Injury. Neurorehabilitation and Neural Repair, 33(10), 839–847.
  • Smith, T., & Williams, R. (2022). Accommodations for Students with Chronic Health Conditions. Journal of Inclusive Education, 28(1), 45–60.
  • Thompson, R. H., & Livingston, E. (2016). Inclusive Education: Strategies for Students with Low-Incidence Disabilities. Journal of Special Education Leadership, 29(2), 105–114.

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