Physical

1
Physical Health Disabilities

• Definition
• Causes
• Classifications
• Accommodations
• Barriers Requirements

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Group 4

• Ashley DeYoung
• Tyler Easterday
• Kathryn Ebeling

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Introduction

• This presentation will
• Outline the physical and health disability
  chapter of the textbook
• Examine a facility that serves people with
  physical disabilities
• The Paralympics
• Review a movie where one of the main characters
  has a physical disability
• The Waterdance
• Analyze an interview with a parent whose son has
  autism
• Parent of Corey Duchak

4
Physical Health Disabilities Definitions

• Physical disabilities conditions related to a
  physical impairment or deformity of the skeletal
  system and associated motor function physical
  impairments orthopedic impairments
• Health Disabilities chronic or acute health
  problems resulting in limited strength, vitality,
  or alertness other health impairments

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Causes of Physical and Health disabilities

• Allergies and Infections
• HIV/AIDS
• Heredity
• Hemophilia

• Injuries and Accidents
• Spinal Cord Injury
• Multiple Factors
• Cerebral Palsy

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Classifications and Organizations
Physical Disabilities
Health Disabilities

• Neuromotor Impairments
• Epilepsy
• Cerebral palsy
• Spinal cord disorders
• Muscular dystrophy
• Polio
• Multiple sclerosis
• Muscular/Skeletal Conditions
• Juvenile arthritis
• Limb deficiencies
• Skeletal disorders

• Chronic Illnesses
• Asthma
• Blood disorders
• Childhood cancer
• Congenital heart defects
• Cystic fibrosis
• Diabetes
• Sickle cell anemia
• Tuberculosis
• Infectious Diseases
• Hepatitis B
• HIV/AIDS
• STORCH infections

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Accommodations to the Learning Environment for
Students with Physical Disabilities

• Modify the physical environment
• Apply principles of universal design
• Widen aisles
• Remove hazards
• Change seating arrangements
• Create accessible workstations
• Provide storage for AT devices

• Alter student response demands
• Speak instead of write
• Use word processing instead of writing
• Use a classmate to take notes
• Adapt materials and equipment
• Allow use of special writing tools
• Voice-activated computers
• Adapted computer keyboards

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Accommodations for Students with Health
Disabilities

• Modify Instruction
• Allow more time to complete assignments
  abbreviate assignments allow for a flexible
  schedule for completion
• Arrange for extra assistance
• Tutors video lectures use distance delivery
  systems set up I-chat or videoconferencing
  assign a peer tutor
• Adapt Materials
• Use handouts with lectures assign books with
  e-versions allow voice options
• Seek support from related services
• School nurse as case manager for home-school
  collaboration

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Barriers Include
Individuals Require

• Coping with inaccessible environments, where
  their impaired mobility hinders their
  participation in mainstream society
• Dealing with bias, rejection, and discrimination
• Difficulties living independently
• Difficulty finding jobs
• Social rejection by people without disabilities

• Accessible physical and learning environments
• Acceptance and understanding
• Goals that foster independence
• Accommodations for their individual learning,
  physical, and health needs
• Special teaching, scheduling, counseling,
  therapies, equipment, and technology

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Facility Review

• The Paralympics

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About the Paralympics

• The Paralympics is an international competition
  for physically disabled athletes.
• The Paralympics was founded in 1948 by Sir Ludwig
  Guttmann.
• Originally was for WWII veterans with spinal cord
  injuries in England.
• Holland joined the Paralympics in 1952 which
  started the Paralympic Movement.

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History

• July 29, 1948 of the London games, Dr. Guttmann
  organized the first competition for athletes in
  wheelchairs.
• There were 16 service men and women involved who
  competed in archery.
• The first official Paralympic games took place in
  Rome in 1960.
• 400 athletes from 23 countries participated.
• The games took place every 4 years since the
  first games.
• 1976 was the year in which the winter Paralympics
  started.

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History Continued

• In 1960 an International Working Group started
  the study of problems of sport for people with
  impairments.
• This is how the International Sport Organization
  for the Disabled (ISOD) came to be in 1964.
• ISOD started out with 16 countries
• In 1976 the athletes included those who are blind
  or were amputees.

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The Paralympics

• In 1980, those with cerebral palsy were also
  affiliated with the ISOD.
• The goal was to embrace all impairments
• Other disability organizations that were founded
  during this time were Cerebral Palsy
  International Sports and Recreation Association
  and the International Blind Sports Federation
• All of the organizations needed to coordinate the
  Games so the International Co-coordinating
  Committee Sports for the Disabled in the World
  (ICC).
• ICC had all presidents of the four organizations,
  the secretaries, and one general member.
• The ICC was later joined by the International
  Committee of Sport for the Deaf and International
  Sports Federations for Persons with an
  Intellectual Disability.

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The Paralympics Continued

• The International Paralympic Committee was
  officially founded on September 22, 1989.
• It is a non-profit organization in Dusseldorf,
  Germany.
• It was the global governing body of the
  Paralympic Movement.
• The Paralympics are the parallel Games to the
  Olympics and illustrates how the two movements
  exist side by side (http//www.paralympic.org/TheI
  PC/HWA/HistoryoftheMovement).

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Sources

• http//www.paralympic.org/TheIPC/HWA/HistoryoftheM
  ovement
• http//dictionary.reference.com/browse/paralympics
  ?st

17
Movie Review

• The Waterdance

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The WaterdanceDirected by Neal Jimenez and
Michael Steinberg

• This semi-autobiography movie is about a writer
  named Joel Garcia who becomes paralyzed in a
  hiking accident in the mountains. He tries to
  recover at a rehab center with the use of
  waterdance therapy, as the title depicts. During
  this time, he has an affair with a married woman
  named Anna, with whom he was having a
  relationship with at the time of the accident.
  The lovers attempt to carry on their affair
  during his difficult struggle of recovery. The
  time the movie takes place in is not shown but is
  assumed to be the early 1990s in an undisclosed
  city.

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• Paralysis
• Paralysis is defined as the loss of muscle
  function in part of the body. Paralysis can be
  complete or partial and can occur on one or both
  sides of the body. It can also occur in just one
  area of the body or widespread. Joel suffers from
  paraplegia, or paralysis of the legs. Most
  paralysis is due to strokes or injuries, such as
  spinal cord injury which was the accident in the
  movie.

• Story
• The story shows Joels difficult road of recovery
  after his accident and dealing with his new
  disability.
• He has to wear a full brace now.
• He becomes hopeless of his life and is later
  convinced that a life of paralysis is not a life
  worth living.
• He is also worried that his relationship with
  Anna will end.
• With the help of his new friends and Anna, he
  realizes he can continue living his life if he
  works for the recovery at the rehabilitation
  center. He receives full-time care at the
  facility where he performs waterdance therapy.
  The following is a trailer of The Waterdance

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http//www.youtube.com/watch?vSZL7L26F66Q
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• Relationships
• Joels main relationships include his lover Anna
  and the second with his rehab friends Bloss and
  Raymond.
• It is implied that Joel would not typically
  choose friends like Bloss or Raymond in other
  circumstances.
• They bond over their shared struggles with their
  disabilities, specifically their slow progress.
• Prior to the accident, Anna was ready to leave
  her husband to be with Joel. After the accident,
  she starts to second guess the possibility of a
  future with Joel in his condition.
• She becomes a caregiver for Joel.

• Facility, IDEA and 504 acts
• Joels rehabilitation center is shown to be a
  nice facility that gives him adequate care and
  takes no preferential treatment.
• Problems he had repeated trouble with a
  telephone operator that was putting him on hold
  for a long amount of time.
• The IDEA and 504 acts do not really apply to Joel
  as he is older than 21 and no longer in any kind
  of formal education but the Americans with
  Disabilities Act does relate. This act protects
  disabled individuals from discrimination which
  Joel could have faced in his care facility.
  Because this movie is in the early 90s and the
  act was enacted in 1990, Joels story is most
  likely one of the first patients to be given care
  under the new guidelines. However, the story is a
  semi-autobiography and the person that the story
  is about had his accident around 1984. He may not
  have been under the new part of the guidelines.

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Interview

• With Parent of Corey Duchak

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Background Information

• Corey Duchak is 23 years old
• Corey was diagnosed with severe Autism at a very
  young age
• Corey is one of three children and is the only
  one with a disability

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Questions

• What types of challenges does Corey face daily?
• Corey is completely non-verbal and has severe
  autism. Growing up, the hardest challenges
  included the fact he couldnt communicate to my
  husband and I. If he was hungry or sick, he would
  just look upset or get angry. He had no way to
  communicate his needs or feelings and would
  result in frustration. For example, for a few
  months in his teens we found out Corey was having
  major indigestion problems and we couldnt tell
  for so long because of the lack of communication.
  As parents of a child with autism, we had to do a
  lot of detective work to figure out how Corey was
  really feeling or if he needed something.

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• What kind of challenges do you face? How do you
  cope?
• My husband and I have infinite love for our
  children. Corey is one of three and the only one
  with Autism. Corey was difficult to take care of,
  and every day brought new challenges. My husband
  and I have joined Autism parent groups and became
  very active. My husband, Doug, is the president
  of Englewood hospital so we stay very involved
  in the Autism sector. I felt it was important for
  me and son that I do everything I can to help
  those dealing with the same issues my family has
  been going through. Connecting with other
  families of children with Autism has affected my
  life in a great way and I find that was the best
  way to cope and learn more.
• How has Coreys disability affected your other
  children?
• Corey has one older brother and one older
  sister. Corey, the youngest of the three, got the
  most attention- which did affect our daughter.
  Coreys older brother, Dean, recently graduated
  Georgetown and played football there. My
  daughter, Stacey, has had issues of her own
  mentally when growing up because she felt a lack
  of attention. Corey took most of our time, but
  needed it. Dean and Stacey love Corey and will
  continue to help look after him and stay
  connected as they continue to grow older. Dean
  and Stacey helped out around the house as Corey
  was growing up. Coreys disability definitely
  affected our family bond.

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• As Corey grew older, did it become more or less
  difficult to take care of him?
• The most difficult time I had taking care of
  Corey was when he was in his very early teens,
  around 13 or 14 years old. Corey became
  unpredictable. There were times where he would
  become violent, scratching and hitting. He was
  constantly getting up at night. He was becoming
  all around more difficult to take care of. For a
  while we had someone from the state come watch
  Corey from 11 pm to 6 am every day to make sure
  he wouldnt get up and leave the house or put
  anyone or himself in danger. I was uncomfortable
  having a stranger in my house every evening, but
  it was necessary for Coreys care that we have
  someone professional come in to watch him when we
  couldnt. Corey had never been violent and has
  since outgrown that. We later had to put him on
  medications for about a year but weaned him off
  once his unpredictable behavior was getting
  better.
• What schools did Corey attend? How did you feel
  about the education he was receiving?
• Corey attended the Alpines Learning Group. This
  school wasnt meant to teach Corey skills like
  reading or math, but how to dress, behave, and
  clean himself. This school taught him daily life
  skills and manners as well as how to control
  impulses. Corey always had an issue with being
  very impulsive. He wanted what he wanted when he
  wanted it. Corey enjoyed chips, videos, and music
  and almost always demanded one of the three. We
  had to use these as motivators for him to do
  other things or complete other tasks. For
  example, if he finished his worksheet, then he
  could listen to some music for an hour. My
  husband and I loved Alpine Learning Group and got
  very involved. My husband was on the board and we
  were very active in fundraising for the school.

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• Now that Corey is older, what changes are being
  made in his and your life?
• Since Corey is now in his twenties, we had no
  choice but to put him in a home. Corey will never
  be able to function on his own and my husband and
  I are not getting any younger. He now lives in a
  home in Flemington, New Jersey. The separation
  is probably the toughest part, as well as knowing
  he is not getting the same care he would if he
  were home. I have personally visited the home a
  number of times and can see the quality of care
  isnt always the best. Corey visits home every
  now and then and he is adjusting to life in the
  group home. Im still very much active in Autism
  groups and plan to stay that way. We recently got
  a beach house as well because of how much Corey
  loves the beach. When he visits home in the
  summers we love taking him there.

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Response

• After interviewing Coreys mother, I learned more
  about how his autism affected himself as well as
  his family. Since Corey is now older and moved on
  to a separate group home I hope he grows more as
  an individual. After speaking with Merri Duchak,
  I came to realize that everyday she still worries
  about her son and misses him. All she and her
  family can hope for is that Corey will continue
  to get the best care possible and live a long
  life. This interview enlightened me more on how a
  family copes with a child with a disability and I
  greatly appreciate Merri being so honest about
  her and her child.

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• Overall, we learned how hard it is to live with
  having a disability as well as how hard it is to
  take care of someone with a disability. We gained
  a better understanding of physical and health
  disabilities and have developed an incredible
  amount of respect for those who have one.