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Book part
Publication date: 26 November 2019

Eugene F. Asola and Samuel R. Hodge

The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities…

Abstract

The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive disabilities, and other health impairments is increasing every year. This phenomenon calls for pragmatic measures to help provide better transition and related services to students with physical disabilities and other health impairments. It is anticipated that well-planned collaborative transition services provided to students with physical disabilities and other health impairments will result in improved quality of life and independent living in the community. In this chapter, we discuss transition and transition-related services, supporting legislation for persons with disabilities, transition from rehabilitation centers and hospitals to job settings and community-based programs.

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Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

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Book part
Publication date: 11 August 2021

Eugene F. Asola and Samuel R. Hodge

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in…

Abstract

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.

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Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 7 January 2019

Eugene Asola and Samuel R. Hodge

This chapter is structured for teaching young learners with physical (orthopedic) disabilities in special education. Orthopedic impairments encompass a range of disabling…

Abstract

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.

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 7 January 2019

Samuel R. Hodge and Eugene Asola

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement…

Abstract

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child’s educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category.

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 24 October 2016

Eugene F. Asola and Festus E. Obiakor

The kinds of disabilities people experience frequently require “special” approaches to accommodate them in inclusive environments. In general, these people include…

Abstract

The kinds of disabilities people experience frequently require “special” approaches to accommodate them in inclusive environments. In general, these people include students with physical disabilities and other health impairments. In a bid to provide diverse educational services for these students, scholars, educators, and government agencies have advocated for educational provisions in inclusive environments. A logical extension is that physical education classes can be taught in inclusive classrooms. The question is: How do we provide inclusive programs for students with physical disabilities and health impairments? This chapter answers this question by providing pedagogical strategies and opportunities for collaborative ventures for all professionals who work with students with physical disabilities and other health impairments.

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General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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Book part
Publication date: 7 January 2019

Abstract

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 11 August 2021

Abstract

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 26 November 2019

Abstract

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

To view the access options for this content please click here
Book part
Publication date: 24 October 2016

Abstract

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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