Orthopedically Impaired

Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance.  The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). 

Evaluations 

• Medical information from a licensed physician, and ARNP, or the parent providing relevant medical findings of orthopedic conditions, specific syndromes, health problems, and medication is required.
• An evaluation of motor functioning by a licensed Physical Therapists and/or Occupational Therapist, as appropriate to the needs of the child, must be included.
• Individual evaluation of the child’s specific educational needs and present levels of performance in the general education curriculum should be included.
• Assistive Technology will be an additional consideration as a special factor for the evaluation process.
• The effect the child’s orthopedic impairment has on his/her present levels of performance in the general education curriculum, academic performance, achievement, or age-appropriate activities will be important information for the team to document and consider.
• Appropriate seating/positioning of the child is of primary consideration for effective screening, evaluation, and instruction.

Possible Signs and Characteristics

• Being born with or acquire problems with their bones, their joints, and/or their muscles
• Problem stemming from deformities, diseases, injuries, or surgeries (loss of a limb, bone, or muscle tissue) Possible Signs and Characteristics.
• Paralysis, unsteady gait, poor muscle control, loss of a limb, etc. (causes limited mobility)
• Speech production and the expressive language of the child.
• Difficulty with large motor skills and fine motor skills
• Limited ability to perform daily living activities

Teaching Tips/Instructional Strategies 

• Always presume competence
• Be patient
• Remember that every child has different needs
• Collaborate with parents and other team members
• Use Assistive Technology
• Make seating arrangements to ensure the student is comfortable and able to participate
• Always encourage participation
• Instruction that is focused on development of gross and fine motor skills
• Have adequate awareness of the student’s medical condition and its effect on the student

Resources

• United Cerebral Palsy Associations, Inc. 
• Project Ideal 
• Muscular Dystrophy Association 
• National Dissemination Center for Children with Disabilities (NICHCY) 
• Arthritis Foundation
• Wheelchair Friendly Trails in WV
• WV DHHR Guide for Individuals with Disabilities Seeking Housing
• WV Disability Grants
• National Center on Health, Physical Activity, and Disability (NCHPAD)