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This chapter is structured for teaching young learners with physical (orthopedic) disabilities in special education. Orthopedic impairments encompass a range of disabling conditions. Orthopedic impairments are typically grouped into three main categories: (1) congenital anomalies (CA) such as absence of a member or clubfoot, (2) impairments caused by disease such as bone tuberculosis (TB) or poliomyelitis, or (3) impairments for other causes to include amputations, fractures, cerebral palsy (CP), burns, or fractures. In the chapter, the authors present definitions of various orthopedic impairments and discuss their respective etiologies followed by discussions of specific disabling conditions. Students with orthopedic impairments present both challenges and opportunities to special education teachers as is evident in the following case of Amira, a girl with asthma and CP.

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations or health problems interfere with school attendance or learning to such an extent that special services, training, equipment, materials, or facilities are required. Therefore, the purpose of this chapter is to discuss some of these impairments and acquaint both general and special educators with interventions for helping students with physical and health impairments succeed.

The involvement of people with learning disabilities with the police has long been a source of difficulty. This article first sets the scene by exploring the particular difficulties that different groups may have in their potential dealings with the police, including people with: autism spectrum disorders; attention deficit hyperactivity disorder (ADHD); cerebral palsy; Tourette's syndrome; and those with brain injury. The article then goes on to explore the particular experiences of brain‐injured children1 and their parents when the former are taken into police custody, based upon research conducted for an MPhil degree. This research sheds light onto a highly under‐researched area and aims to bring about change in the training of police officers with specific regard to disabilities resulting from brain injury. A total of 13 parents and eight police forces were interviewed and the research findings highlight the need for better education and training to address the multiplicity of problems that the police are called upon to deal with.

This study suggest the development of a wearable orthotic device pattern that can reduce pain and deformation, and help in the normal development of children with cerebral palsy. Such a pattern enables daily wear before hip subluxation occurs, to prevent hip dislocation and subluxation.

This study set the design line by carrying out cell work on the actual model, then proceeded with the first pattern design. The final version of the second orthotic device was designed by conducting discussions with experts and the patient's guardian, with the device fitted to the child patient. The evaluation of the second orthotic device used the virtual model to check the pressure area and level through virtual fitting. An evaluation was then conducted with the device fitted to the child patient, to verify the functionality and suitability of the final pattern.

Following the initial fitting evaluation, the second pattern was presented after modifying and supplementing issues such as movement suitability with posture change, position change of the great trochanter when wearing a diaper, pressure control of the X-shaped band on the genital area and thigh abduction. The master pattern of the final version of the second orthotic device was proposed after confirming that the femoral head of the hip joint was stably fixed, and the compression was applied through a verification based on the virtual fitting using the virtual model, and with the device fitted to the child patient.

With this study, it is expected that the process and design plan for the development of wearable orthotic device patterns for the persons with disabilities impaired mobility can be used as a basic resource to create devices that merge the clothing and medical fields.

In this chapter, the problem of facial palsy has been addressed. Facial palsy is a term used for disruption of facial muscles and could result in temporary or permanent damage of the facial nerve. Patients suffering from facial palsy have issues in doing normal day-to-day activities like eating, drinking, talking, and face psychosocial distress because of their physical appearance. To diagnose and treat facial palsy, the first step is to determine the level of facial paralysis that has affected the patient. This is the most important and challenging step. The research done here proposes how quantitative technology can be used to automate the process of diagnosing the degree of facial paralysis in a fast and efficient way.

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults with severe learning disability aged 18‐26. Young adults were classified into four diagnostic groups: autism (N = 30), Down's syndrome (N = 68), cerebral palsy (N = 95) and an undifferentiated learning disability group (N = 53). Research questions pertained to parent expectations about their young adults' transition to living and working environments post high school. Parental satisfaction and worries were also assessed. The results indicated more community expectations of work for young adults with Down's syndrome, and more restrictive expectations for young adults with autism, including more expectations that young adults with autism would move out of the family home into a residential environment. Parents of young adults with autism also worried significantly more about various aspects of transition than other parent groups.

The purpose of this study was to assess lifetime economic costs for people with four developmental disabilities (DDs): mental retardation, cerebral palsy, hearing loss, and vision impairment. Estimates were generated for direct medical costs, direct non-medical costs, and productivity losses resulting from increased morbidity and premature mortality. Findings suggest that lifetime costs, in excess of costs for individuals without DDs, are approximately $870,000 per person for mental retardation and $800,000 per person for cerebral palsy (in 2000 dollars). Analogous cost estimates for hearing loss and vision impairment are approximately $330,000 and $470,000, respectively. Roughly four-fifths of total costs reflect productivity losses.