Accommodating physically impaired classroom

In this report we describe our decision-making process, and we explain innovative changes that we made to course requirements, learning activities, class discussions, and assignments.We also describe the responses of our students to these modifications, considering the outcomes for the classes as a whole as well as for the student with disabilities.There are many ways teachers can help children with learning and attention issues succeed in school.Here are some common accommodations and modifications to discuss with the school as possible options for your child.Communication educators who have students with physical disabilities in their classes are faced with the challenge of accommodating and actively engaging these students, while at the same time avoiding overaccommodation and maintaining the academic quality of their courses.In this case study we examined how student engagement theory could be used as a basis for making decisions about appropriate accommodations to meet the needs of a student with multiple physical disabilities.In a 1996 survey, 6% of college undergraduates reported having a disability (Horn & Berktold, 1999).Learning disabilities (29%) were the most frequently reported type of disability among these students, followed by orthopedic (mobility) impairments (23%), other health impairments (21%), hearing impairments (16%), visual impairments (16%), and speech impairments (3%) (Horn & Berktold).

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Consider the following three scenarios: As a teaching assistant, you are likely to face similar situations and have similar questions as the number of students with disabilities pursuing postsecondary education has increased nearly threefold in the last two decades (Gajar, 1998).A Guide to Section 504 of the 1973 Rehabilitation Act What are Health Impairments?Health Impairments can be a category of disability for people with health-related conditions which impose limitations to one or more major life function.However, as we began to interact with Michael, we discovered that we also had disabilities, that is, impairments in our thinking about how to teach our students.Many of the instructional methods that we were accustomed to using were simply not feasible for Michael; they often left him watching from the sidelines.