Permission to use picture thanks to Inclusive Services, City of St. Johns: www.stjohns.ca
Physical Exceptionalities
Special Education: A Guide for Educators 2001, describes a physical exceptionality as " a condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or development level." This means that all students, despite their physical limitations must be given the opportunity to participate in all regular classroom activities with accommodations and modifications made where necessary in the best interests of health and safety and their ability to do so.
Categories of Physical Exceptionalities
Nervous System Impairments
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Musculoskeletal Conditions
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Blind and Low Vision
"A condition of partial or total impairment of sight or vision that even with
correction affects educational performance adversely."-Special Education: A Guide for Educators, 2001 |
Children with Physical Exceptionalities in Canada
In 2001, Statistics Canada released the Participation and Activity Limitation Survey which looked at the number of children living with a physical disability in Canada and the special education support and services they received. The results were surprising and pointed to the deficit that children with physical disabilities were seeing in their educations. Key findings of the report include:
Clearly, this report indicated that children with physical exceptionalities were not receiving the proper services they required in schools across the country, but particularly in Ontario where the majority of them lived.
- At this time, 155,000 children between the ages of 5 and 14, or 4% of all children in Canada, were living with some physical exceptionality. The majority of those children, 44% lived in Ontario.
- The national average of children with physical disabilities who were placed in regular classrooms instead of special education classrooms was 59%. The maritime provinces of PEI (73%), New Brunswick (72%) and Nova Scotia ( 67%) had the highest instances of children with physical disabilities being placed in regular classrooms while Quebec (48%) and British Columbia (51%) had the lowest. Ontario was below the national average at 55%.
- Of the 155,000 children living with a physical disability, only 38% were receiving special education services. In Ontario, parents were the most likely to report difficulty in receiving services for their children with staffing concerns as the key reason given.
Clearly, this report indicated that children with physical exceptionalities were not receiving the proper services they required in schools across the country, but particularly in Ontario where the majority of them lived.
Barriers in Education for Students with Physical Exceptionalities
The Ontario Human Rights Commission released in 2012 a report entitled "The Opportunity to Succeed: Achieving Barrier-Free Education for Students with Disabilities." In the report, they outlined the main barriers that students with physical exceptionalities faced in their schools including:
To read the full report please see http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities
- Lack of funding: many school boards do not have the funding and budget to provide the full special education services that these students require.
- Lack of Infrastructure and inaccessibility: Many schools lack the infrastructure that allows students with physical disabilities to easily access all areas of their schools such as ramps and elevators.
- Delays in the Accommodation Process: long wait times for professional assessments result in many students not receiving the proper services or any services at all.
- Lack of Individualization: Elementary and Secondary schools often use a general special education plan to provide services for all students even though each student with a physical exceptionality is different with unique needs.
- Negative Attitudes and Stereotypes: Many administrators, teachers, parents and students still do not believe in inclusive education and therefore believe students with physical disabilities should be placed in special education classrooms rather than in the regular classroom with accommodations.
To read the full report please see http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities
Best Practices for Teaching Students with Physical Exceptionalities
Despite the nature of the physical exceptionality, all students can be successful in a regular classroom setting with the proper special education services, supports, and accommodations.
- Communicate: communication between the classroom teacher, student, their parents, the special education team, administration and any other health professionals that work with the child is essential to ensure that the proper supports are being given to enable that child to succeed.
- Use of Assistive Technology including computers and applications can help students overcome their physical limitations to participate in a regular classroom.
- Safety of the Classroom Environment: Classrooms should be set up to be barrier free for students with physical exceptionalities including those with wheelchairs. Students should be able to move easily around the classroom with support if necessary.
- Collaboration: The teacher and educational assistants should each know their responsibilities in regards to the student, what their capabilities and limitations are and what accommodations must be made to allow the student to participate fully.
- Create Opportunities for Independence: Teachers should modify class activities when possible so that students with physical exceptionalities can participate in a way that allows them a sense of independence . Assistive technology is particularly beneficial in this area. This also means that teachers should treat the student like their peers and not give them special attention other than the accommodations required.
- Create Opportunities for Social Inclusion: classrooms should be collaborative learning communities where all students feel comfortable interacting with their peers in a safe environment. Teachers should promote social interaction amongst all of their students including those with physical exceptionalities.
Students with Physical Exceptionalities in Regular Physical Education Classes
Children need physical activity in their daily routines to stay fit and healthy and participation in physical education classes is crucial for this. Students with physical exceptionalities are often excluded from these classes due to safety concerns, lack of accommodations, and because of their physical limitations. However, as studies have shown, even students with severe physical disabilities can successfully participate in physical education classes with the proper supports and accommodations. The key areas of accommodation include:
The key to inclusion is a physical education classroom is a positive attitude that everyone wins when they are improving their own individual skills and are having fun.
- Instruction: teachers should model the skills and offer modifications for the student so they are able to participate according to their physical capabilities.
- Rules: all rules can be changed for games and activities to allow the full participation of a student with a physical exceptionality.
- Equipment: special equipment and assistance from an EA or Occupational Therapist can help the student to feel safe and confident while participating.
- Environment: must be safe for the student with protective equipment available including helmets, mats and pads, and taped areas so boundaries can be easily seen.
The key to inclusion is a physical education classroom is a positive attitude that everyone wins when they are improving their own individual skills and are having fun.
References
Knight, J. "Classroom Strategies for Working with Students with Physical Limitations."
https://www.edu.uwo.ca/source4allcourses/AQ/Spec_Ed_2/downloads/ClassroomStrategiesforStudentsWithPhysicalLimitations.pdf
Neas, Linda M. Rhinehart. (2012) Modifying Gym Class to Include Students with Special Needs. Retrieved from
http://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-modifications-for-children/
Ontario Human Rights Commission: http://www.ohrc.on.ca/en/main-barriers-education-students-disabilities-fact-sheet
Special Education: A Guide for Educators 2001. http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartae.pdf
Statistics Canada: http://www.statcan.gc.ca/pub/81-004-x/2007001/9631-eng.htm
https://www.edu.uwo.ca/source4allcourses/AQ/Spec_Ed_2/downloads/ClassroomStrategiesforStudentsWithPhysicalLimitations.pdf
Neas, Linda M. Rhinehart. (2012) Modifying Gym Class to Include Students with Special Needs. Retrieved from
http://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-modifications-for-children/
Ontario Human Rights Commission: http://www.ohrc.on.ca/en/main-barriers-education-students-disabilities-fact-sheet
Special Education: A Guide for Educators 2001. http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartae.pdf
Statistics Canada: http://www.statcan.gc.ca/pub/81-004-x/2007001/9631-eng.htm