Q1. Discuss the relationship between medical advances and the prevalence of physical disabilities.
Due to immense advancement in the field of medical science (Bureau, 2001), a number of diseases have been treated and improved especially the brain injuries and trauma cases which produce in a year more than 80,000 new generation people with a disability. Even the survival rates of less weighing babies have increased, in turn causing physical and mental development impediments (Bureau, 2001). This proves that as the medical science advances, problems like physical disabilities have also increased showing a positive correlation.

Q2. Define the three categories of physical disabilities described in the chapter (neuromotor impairments, orthopedic and musculoskeletal disorders, and other conditions that affect health or physical ability) and provide one example of each. Define each condition.

The three categories of physical disability discussed in the chapter are;

Congenital/Acquired: This classification emphasizes that the person is born with the disease or may get it due to an accident or disease. Example: Neuromonitor impairment.

Acute/Chronic/Episodic or progressive: Acute is when the disease is resolved on its own or through medication, chronic is when it recovers over a long period of time, episodic is occurring repeatedly over some time and progressive is when it increases in severity over time. Example: Muscular Dystrophy.

Other: This classifies other health related impairments causing physical disability or special gifts or talents.

Q3. Define cerebral palsy and discuss the range of effects that this condition can have on functioning.

Cerebral Palsy is related with impairment of the brain areas that control movement and coordination. It has three main kinds; rigid muscles (spasticity), irrepressible movements (choreoathetoid) and poor balance and direction (atonic). Its affect varies from person to person and the type of cerebral palsy that occurs. It majorly affects the movement, posture and balance. Some people show problems with walking, some just need help, some show intellectual disability, while in some cases the person also feels blindness or deafness. So its affect is not just constricted to muscular impediments, it also sometimes affect vision, hearing and sensations.

Q4. Describe ways that many physical disabilities could be prevented.

According to Vikaspedia (Kumar, 2014), Prevention is done on three main levels. At primary level, it is important to take action so a disability can be prevented like safety measures taken by pregnant women, regular exercising and avoiding caffeinated drinks, alcohol and smoking. Secondary is when the disability has occurred, but one tries to stop it from progressing. This can be done through, therapies and treatment. At tertiary level, minimizing the disability is of great importance. It is also known as rehabilitation (Kumar, 2014).

Q5. Discuss possible reasons for negative reactions to people with physical disabilities, negative feelings about themselves, and factors that may result in greater acceptance of people with physical disabilities.

People with disabilities face a lot of social issues like being left out of activities and people their age not wanting to interact with them. They are denied educational rights, job and other opportunities based on false assumption about their abilities. People with Disabilities might feel Internalization were they’d have a negative self-image about themselves due to being an outcast in the society. This disrupts in their treatment procedure where they become more sensitive and aggressive due to lower self-esteem caused by such social avoidance and discrimination. A study shows that kindergartens who are made to integrate and play with children with disabilities tend to develop more acceptance...…to all his questions that he has. Also, tactile learning will be given to him, I’d provide physical examples for him to feel and understand the information.

Q14. Identify strategies used by teachers to facilitate the learning of students who are deaf or have significant hearing loss.

Teachers seat these students in the front row, providing written materials for the lecture notes and not facing back or sideways which will impede that student from lip reading and using an interpreter. Teachers use assistive listening devices like induction loops. Speaking with pauses, being in the focal line of vision, using proper hand gestures, reinforcing the concepts etc. are some strategies used for these students.

Review case study number nine. Discuss what strategies you would specifically use to help facilitate learning for Jake.

Since Jake has no formal communication, he relies solely on lip reading then I’d give the lecture material (slides/documents/pointers) beforehand so he can understand them. I’d seat him in the first row and be in his eye contact so it’s easier for him to lip read. I’d utter my words with lesser speed and more clarity so it’s easier for him to understand. I’d give him time to absorb and understand the lectures.

Q15. What was the most interesting item you read in chapters 14 and 15?

Interesting thing in chapter 14 was how educational facilitations are enhanced for the students with different kinds of physical disabilities like through Individualized Educational Programs (IEPs) to understand and cater to their needs. I like how chapter 15 identifies the other extreme of the broader spectrum, where the children with more than average intelligence, termed gifted/special, are explained including their identification and their needs of getting a challenged educational environment.…