Teacher Experts

Steven Daley, Ph.D.
Topic: Physical Disabilities

I am searching desperately for some guidance in creating lesson plans for young visually impaired students. I am currently attending Brenau University studying SpEd, and am having a horrible time finding assistance. Can you help?

Why do schools have to be handicap accessible if they only house pre school children? We can just carry anyone who can't walk.

Is the school system responsible for providing a power wheelchair for a student?

I have a student in my third grade class who has CP. He doesn't walk or talk very well, but he keeps up with the academic work. He's been asking me why he can't go to P.E. class with the other kids instead of to a special adaptive P.E. class. I'm not sure what should happen. What do you think?

Q. I am searching desperately for some guidance in creating lesson plans for young visually impaired students. I am currently attending Brenau University studying SpEd, and am having a horrible time finding assistance. Can you help?

A. Your need for assistance is understandable. There is very little specific information written to support development of lesson plans for any of the low incidence disability areas. Here are several suggestions to help you in your work with a young child who has a visual impairment.
First, review a good book chapter on visual impairments for young children. You can find a chapter like this in many introduction to special education texts or in some of the early intervention texts now in print. This may help you to review basic understanding of some of the developmental limitiations commonly observed when a young child has a visual impairment.
Second, you might want to take a look at basic information on adapting instruction for ANY child. Again, a good introductory or specialty text might be helpful to you in sorting out the instructional priorities for this child. In reading a chapter like this, you'll be reinforced for some things that you already know, but sometimes it's good to refresh our memories! Many of the strategies for adapting instruction and organizing learning experiences can be applied to children with a wide variety of disabilities. Also, in any book about instructional modifications you'll be reminded that there really is no one specific instructional format for teaching a young child with a visual impairment. If the child is placed in a regualr preschool setting, the curriculum in that program may be a good place to look for lesson plan ideas.
Third, and perhaps most important, collaborate with professionals who are already working to support classroom teachers and early intervention staff who work with young children who have visual impairments. In many large school districts and in many urban areas there is a specialist with expertise in visual impairments who in available to consult with program staff. Similarly, in many rural states, there is a state school network with regional reprsentatives who can provide consultant assistance to district staff who work with young children who have visual impairments. Finally, don't forget to ask the child's family members for their input.
Family members can help us to see their child's strengths and can often suggest ways to adapt our instrution that we didn't consider. While there are very few print resources on your topic, there are some. You might be interested in some of the materials available through the Blind Childrens Center in Los Angeles.
Publications include:
First Steps: A Handbook for Young Children Who are Visually Impaired
Learning to Play: Common Concerns for Visually Impaired Preschool Children
Starting Points: Instructional Practices for Young Children Whose Multiple Disabilities Include Visual Impairments.

Q. Why do schools have to be handicap accessible if they only house pre school children? We can just carry anyone who can't walk.

A. When young children who have physical limitations have many opportunities to learn mobility skills in the early years, they develop a greater sense of competence. In being able to manuver in the preschool environment are they are able to be more independent in all environments. More importantly, though, all young children need to see environments such as preschools and other public places naturally and fully incorporate access for everyone. This may mean making the changes necessary so that young children with motor disabilities may be fully included in the preschool.

Sometimes it may by easier to carry a child who can't walk in from the bus, but that may not be best for the child, either motorically or socially.

Instead of carrying that child, consider adding mobility as an instructionalgoal, and consult with a physical therapist or motor development specialist to develop this area of your program.

It's nice to think that school buildings are modified to accomodate children with motor limitations because it's the right thing to do...and most people agree that it is the right thing to do. However, there is another important reason for making changes to accomodate all children: it's the law.

Schools are required to provide barrier free access through a number of federal laws, not necessarily to every school building, but enough so that there are barrier free environments available within the community.

Q. Is the school system responsible for providing a power wheelchair for a student?

A. This may seem like a fairly easy, straightforward question. But it isn't so simple. No, schools aren't required to provide power chairs for every child who might be able to use one. The rule of thumb seems to be that when a piece of adaptive equipment is essential to the educational process, it may be considered as a school system responsibility. Generally, however, students learn self help skills or academic skills whether they use a non-motorized or a motorized chair. However, when mobility in a built environment is an important educational goal area on the IEP, there may be better justification for the school system to participate in funding the purchase of a motorized wheelchair.

The most important part of this question is related to the team process. Remember, too, as a teacher or a parent, you are part of the decision-making team at school. Ask about the student's ability to learn how to use the chair. Consider motor control issues, safety concerns, and long term independence and mobility issues as a part of the team process. Working closely as a team to discuss the need for a power wheelchair may lead to cooperative, interagency agreements to support the purchase of a power wheelchair. This cooperative spirit may also support a shared responsibility for teaching the student, parents, and teachers how to incorporate the power wheelchair for more meaningful involvement in the educational process.

There are many avenues to explore for funding for aids to mobility, including power wheelchairs. In your community these sources may include the local or state health department, specialty clinics, Shriner's Hospital, Easter Seal Society, Medicaid, private insurance, SSI, church groups, and civic groups (Lions, Elks, Scottish Rite, Kiwanis).

Q. I have a student in my third grade class who has CP. He doesn't walk or talk very well, but he keeps up with the academic work. He's been asking me why he can't go to P.E. class with the other kids instead of to a special adaptive P.E. class. I'm not sure what should happen. What do you think?

A. I think all students should be fully included to the maximum extent possible. But including the student with cerebral palsy in regular P.E. class may take some adaptations to the curriculum. This can be accomplished through the support of the adaptive P.E. teacher, working in consultation with the regular P.E. teacher. It may also take some attitude adjustment on the part of the regular P.E. teacher. You may be helpful in that area since you know this student, and may be able to share with the P.E. teacher some of the reasons the students wants to be included in the regular P.E. class. Finally, it will be important for everyone to have clear goals and objectives for this student in the regular P.E. class, so a change in the IEP may be in order as well.

Remember that this student can be fully included in a regular P.E. class even though his motor skills are different from his peers who don't have cerebral palsy.