Disability: Youth Overview
By Christina Chapan

(Part 1) (Part 3) (Part 4)

Part 2

Last month, we talked about working with children with physical disabilities. We will continue the discussion of physical impairments with visual, hearing, and speech and language impairments.

Visual Impairments

A visual impairment is more than someone who wears eyes glasses. The visual acuity of a person with a visual impairment is 20/70 or less, and they will struggle with vision, even when using a corrective prescription. A trainer or teacher may assist the student by using verbal directions and by asking the student how they learn best. Because of their limited vision, the student often has poor motor skills and displays easy fatigue. Ask them how they would feel comfortable being guided. Give students mental pictures and descriptive words. Simplifying the game or skill is also effective.

Hearing Impairments

Those students who are hard of hearing and deaf may benefit from the use of sign language, lip reading, or written directions. Face the person when you are signing or talking with them, demonstrate, increase hands-on experience of the activity, and ask them to repeat anything that they did not understand. Reduce distractions and background noises. When talking to the hearing-impaired, face the person, because they need to see your face to read your lips and see your gestures.

Speech or Language Disability

Some children have a hard time understanding what other people are saying. Students often do not hear greetings and mix up words and sounds. They suffer from disorganization, trouble with rote learning, noisy environments, and have difficulty following conversations. Some students struggle with expressive language, and others have difficulty with receptive language, despite the fact that they are in a regular classroom. With these children, it is best to use sign language (if they use it), visual or written directions, and a schedule. It is also perfectly acceptable to use a chalkboard, dry erase board, or pad of paper to communicate. A buddy is also effective, and most students enjoy taking a turn being someone’s assistant.

Next month, we will continue with Part 3 on motor skill disabilities and sensory differences.

References:

1. Cummings, Rhoda, and Gary Fisher. The Survival Guide for Kids with LD. Minneapolis, MN: Free Spirit, 2003.
2. General Accommodations for Students with Physical Impairments
   http://www.glc.k12.ga.us/passwd/trc/ttools/attach/accomm/physimp.pdf
3. Tips for Teaching High Functioning People with Austism
   http://www.udel.edu/bkirby/asperger/moreno_tips_for_teaching.html
4. National Dissemination Center for Children with Disabilities
   http://www.nichcy.org/index.html
5. South Suburban Special Recreation Association. SSSRA staff and volunteer safety/orientation manual. Tinley Park, IL: SSSRA, 2005.

Christina Lee Chapan, BS (Elementary Education-LBS-1 Special Education Oct. 2006), MS (Curriculum and Instruction), ACE Personal Trainer, AFAA Group Fitness Instructor , ISSA Youth Trainer, SCW Sports Nutrition Certificate

Fit 4 Fun Adaptive Fitness – http://worknotes.com/IL/Chicago/Fit4FunKidsFitness/index.html