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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.

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education. It provides a detailed description of the development, realignment of educational practices, and polices necessary to allow inclusive education to succeed. The chapter begins with the origins of special education in Mexico via four stages. Next, the chapter provides a comprehensive classification of disability and the prevalence rates in Mexico. Then, the chapter delineates legislation and public policy that are essential components in providing a quality and equitable special education system. Next, a comprehensive description of special education intervention models follows along with how these models are incorporated in current teacher preparation endeavors. The chapter concludes with a summary of the progress that Mexico has attained in moving toward inclusive education as well as challenges to inclusive education.

Foetal alcohol spectrum disorders describes a group of disorders caused by the consumption of prenatal alcohol. The range of outcomes and the clinical management of these disorders vary in both the complexity of their presentations, associated disorders and management outcomes. This article seeks to review the literature around some of the more difficult areas associated with the condition and present some insights into possible ways of managing the psychiatric and neurodevelopmental disorders seen in the context of the UK system and the NHS.

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.

Ensuring that a child has a good start in life requires a partnership that extends beyond that of the parents and that precedes a child's conception. Sharing this vision among agencies that have contact with marginalised young people led to the use of an infant simulator to attract ‘at risk’ young people into a program that helps ensure that the choice to conceive is not only informed but also has the potential to promote mental health. Participants demonstrated that they increased their knowledge of the health and other implications of having a baby and some took active measures to improve their health.

This study aims to leverage inertial sensors via a walk test to associate kinematic variables with functional assessment results among walkable subjects with chronic stroke.

Adults with first-ever stroke survivors were recruited for this study. First, functional assessments were obtained by using Fugl–Meyer Assessment for lower extremity and Berg balance scales. A self-assembled inertial measurement system obtained walking variables from a walk test after being deployed on subjects’ affected limbs and lower back. The average walking speeds, average range of motion in the affected limbs and a new gait symmetry index were computed and correlated with the two functional assessment scales using Spearman’s rank correlation test.

The average walking speeds were moderately correlated with both Fugl–Meyer assessment scales (γ = 0.62, p < 0.01, n = 23) and Berg balance scales (γ = 0.68, p < 0.01, n = 23). After being modified by the subjects’ height, the new gait symmetry index revealed moderate negative correlations with the Fugl–Meyer assessment scales (γ = −0.51, p < 0.05) and Berg balance scales (γ = −0.52, p < 0.05). The other kinematics failed to correlate well with the functional scales.

Neuromotor and functional assessment results from inertial sensors can facilitate their application in telemonitoring and telerehabilitation.

The average walking speeds and modified gait symmetry index are valuable parameters for inertial sensors in clinical research to deduce neuromotor and functional assessment results. In addition, the lower back is the optimal location for the inertial sensors.

This chapter explores the process through which one's moral career proceeds as one acquires a physical disability later in life. The author, who acquired a disability later in life, explores Goffman's notion of “moral career” as a process constructed from one's experience with both physical access and social access to the environment in which everyday interaction takes place. Using the extant literature and his personal experience, the author argues that one's identity as a person with a disability is always in a state of evolution. Rather than stable and fixed, it is unstable, although the rate of change is quite variable.

Aims to establish a mechanism to determine prospectively the health status at two years of babies who weighed less than 1.5kg at birth, born and receiving neonatal intensive care in North Wales. Maternal and neonatal data on all babies discharged from each of the three units in North Wales meeting this criteria were collated by the study co‐ordinator. A mechanism for review of the health status at two years, corrected for gestational age, was established using the data set recommended by a working group convened by the National Perinatal Epidemiology Unit and Oxford Regional Health Authority. The procedures developed and the outcome data, for a two year cohort of babies born in 1995 and 1996, are reported. Concludes that prevalence of severe disability was similar to that found in other studies, with a considerable number exhibiting impaired growth and delay in speech development.