Economics Chapter 14 Interventions Several Tests Are Now Available Identify Babies With Myelomeningocele Before They

14

PHYSICAL DISABILITIES AND

OTHER HEALTH DISORDERS

INSTRUCTOR OVERVIEW

“Physical disabilities” is a term generally used to refer to impairments that interfere with a

person’s mobility, coordination, communication, learning, or personal adjustment. This chapter

discusses a representative sample of disabling physical conditions, including cerebral palsy,

spina bifida, spinal cord injuries, and muscular dystrophy. Health disabilities are conditions

resulting in “limited strength, vitality, or alertness,” which are “due to chronic or acute health

problems.” Such health disabilities significantly alter not only the life of the person, but also the

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

14–1 A CHANGING ERA

IN THE LIVES OF

PEOPLE WITH

PHYSICAL

DISABILITIES AND

OTHER HEALTH

DISORDERS p. 355–356

Learning Objectives:

14-1

Snapshot:

I Have Cerebral Palsy . . . It

Doesn’t Have Me!

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

14–2 CEREBRAL PALSY

p. 356–359

14–2a Prevalence and

Causation / 14–2b

Interventions

Learning Objectives:

14-2

Assistive Technology:

VGO: The Ultimate School–

Based Robot for Some

Students, Attending School

Isn’t Possible

Learning Through Social

Media:

My Life with Cerebral Palsy:

Removing the Fence Around

Social Barriers One Post at a

Time

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–3 SPINA BIFIDA

p. 360–363

14–3a Prevalence and

Causation / 14–3b

Interventions

Learning Objectives:

14-3

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Video

Case: Including

Students with

Physical Disabilities:

Best Practices

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–4 SPINAL CORD

INJURY p. 363–365

14–4a Prevalence and

Causation / 14–4b

Interventions

Learning Objectives:

14-4

Reflect on This:

What Do You Know About

Stem Cells?

From Science Fiction To

Reality: Ekso Exoskeletons

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

14–5 MUSCULAR

DYSTROPHY p. 365–367

14–5a Prevalence and

Causation / 14–5b

Interventions

Learning Objectives:

14-5

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–6 HUMAN

IMMUNODEFICIENCY

VIRUS (HIV) AND

ACQUIRED

IMMUNODEFICIENCY

SYNDROME (AIDS)

p. 367–369

14–6a Prevalence and

Causation / 14–6b

Interventions

Learning Objectives:

14-6

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–7 ASTHMA p. 369–371

14–7a Prevalence and

Causation / 14–7b

Interventions

Learning Objectives:

14-7

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–8 SEIZURE

DISORDERS

(EPILEPSY) p. 371–373

14–8a Prevalence and

Causation / 14–8b

Interventions

Learning Objectives:

14-8

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–9 DIABETES

p. 373–376

14–9a Prevalence and

Causation / 14–9b

Interventions

Learning Objectives:

14-9

Case Study on Embracing

Diversity:

Sarah and the “Pump”

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

14–10 CYSTIC FIBROSIS

p. 376–377

14–10a Prevalence and

Causation / 14–10b

Interventions

Learning Objectives:

14–10

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–11 SICKLE–CELL

DISEASE p. 377–379

14–11a Prevalence and

Causation / 14–11b

Interventions

Learning Objectives:

14–11

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–12 TRAUMATIC

BRAIN INJURIES

p. 379–386

14–12a Prevalence and

Causation / 14–12b

Interventions

Learning Objectives:

14–12

Community Support for

Lifelong Inclusion:

People with Physical

Disabilities and Other Health

Disorders

Reflect on This:

Reflections from Soldiers

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Scenario

(6 options):

o Toddler Hin A

o Toddler Hin B

o Toddler Hin C

o Grades K–3 Olav

A

o Grades K–3 Olav

B

o Grades K–3 Olav

C

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

14–13 ATTENTION

DEFICIT/

HYPERACTIVITY

DISORDER p. 389–393

14–13a Prevalence and

Causation / 14–13b

Interventions / 14–13c

Adolescence and Adulthood

Learning Objectives:

14–13

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

MindTap for Human

Exceptionality

• Chapter 14 Quiz: Did

You Get It?

• Chapter 14 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

LOOKING TOWARD A

BRIGHT FUTURE p. 393

PowerPoint Slides:

Ch. 14

Test Bank:

Ch. 14

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

14-1 Describe how the lives of people with physical disabilities and other health disorders

14-2 Describe cerebral palsy, its prevalence, causation, and related interventions.

14-3 Describe spina bifida, its prevalence, causation, and related interventions.

14-4 Describe spinal cord injury, its prevalence, causation, and related interventions.

14-5 Describe muscular dystrophy, its prevalence, causation, and related interventions.

14-6 Describe AIDS, its prevalence, causation, and related interventions.

14-7 Describe asthma, its prevalence, causation, and related interventions.

14-8 Describe epilepsy, its prevalence, causation, and related interventions.

14-9 Describe diabetes, its prevalence, causation, and related interventions.

14-10 Describe cystic fibrosis, its prevalence, causation, and related interventions.

14-11 Describe sickle-cell disease, its prevalence, causation, and related interventions.

14-12 Describe traumatic brain injury, its prevalence, causation, and related interventions.

14-13 Describe attention deficit/hyperactivity disorder (ADHD), its prevalence, causation, and

related interventions.

CHAPTER/LECTURE OUTLINE

• 14-1 A CHANGING ERA IN THE LIVES OF PEOPLE WITH PHYSICAL

DISABILITIES AND OTHER HEALTH DISORDERS

o Physical disabilities may influence a person’s ability to move about, to use arms

and legs effectively, to swallow food, and/or to breathe independently. Physical

disabilities may also affect other primary functions, such as vision, cognition,

• 14-2 CEREBRAL PALSY

o Cerebral palsy (CP) represents a group of chronic conditions that affect muscle

coordination and body movement.

o 14-2a Prevalence and Causation

! The prevalence rate for CP is 3.3 per 1,000, with many more boys affected

o 14-2b Interventions

! There is no cure for CP; rather, professionals and parents must work to

manage the condition and its various manifestations, beginning as soon as

o 14-3a Prevalence and Causation

! Prevalence figure for all neural tube defects is one in 1,500 births. The

highest rates for these defects occur with Hispanic women and the lowest

o 14-3b Interventions

! Several tests are now available to identify babies with myelomeningocele

before they are born. Immediate action is often called for when the child

with myelomeningocele is born, depending on the nature of the lesion, its

• 14-4 SPINAL CORD INJURY

o “Spinal cord injury (SCI) is damage to the spinal cord that results in a loss of

function such as mobility or feeling.”

o 14-4a Prevalence and Causation

! About 450,000 individuals live with SCIs in the United States.

o 14-4b Interventions

! The immediate care rendered to a person with SCI is crucial.

! The major goal of medical treatment at this point is to stabilize the spine,

manage swelling, and prevent further complications.

• 14-5 MUSCULAR DYSTROPHY

o “The muscular dystrophies (MD) are a group of more than 30 genetic diseases

characterized by progressive weakness and degeneration of the skeletal muscles

that control movement.”

o 14-5a Prevalence and Causation

! About 200,000 people are affected by muscular dystrophies and related

o 14-5b Interventions

! There is no known cure for muscular dystrophy. Treatments focus on

maintaining or improving the individual’s functioning and preserving his

• 14-6 HUMAN IMMUNODEFICIENCY VIRUS (HIV) AND ACQUIRED

IMMUNODEFICIENCY SYNDROME (AIDS)

o AIDS is a set of symptoms and infections in individuals resulting from the

specific injury to the immune system caused by infection with HIV.

o 14-6a Prevalence and Causation

! The Centers for Disease Control and Prevention “estimates 1.2 million

! The cause of AIDS is the human immunodeficiency virus (HIV).

o 14-6b Interventions

! To date, there is no known cure for AIDS. The best cure for AIDS in

children and youth is prevention.

• 14-7 ASTHMA

o Asthma is evidenced by swelling and inflammation of the air passages that

transport air from the mouth and nose to the lungs.

o 14-7a Prevalence and Causation

! Nearly one in ten children in the United States is affected by asthma.

o 14-7b Interventions

! It is important for all age groups with asthma to eliminate or moderate

exposure to potential triggers—appropriate actions may prevent or

• 14-8 SEIZURE DISORDERS (EPILEPSY)

o “Epilepsy is a brain disorder in which clusters of nerve cells, or neurons, in the

brain sometimes signal abnormally.”

o Seizure types: Tonic/clonic or absence

o 14-8a Prevalence and Causation

! In the United States, epilepsy affects more than 326,000 children younger

than 15 years of age.

o 14-8b Interventions

! The treatment of seizure disorders begins with a careful medical

investigation. Interventions include:

• Drug Management.

• Surgery.

• Stress management.

• A vagus nerve stimulator (an electronic device designed to prevent

• 14-9 DIABETES

o The term diabetes mellitus refers to a developmental or hereditary disorder

characterized by inadequate secretion or use of insulin.

o 14-9a Prevalence and Causation

! Almost 9 percent of the U.S. population has diabetes—25.8 million

individuals.

diabetes incrementally create conditions in their body in which their cells

become unresponsive to the effects of insulin.

o 14-9b Interventions

! Medical treatment centers on the regular administration of insulin, which

is essential for children and youth with juvenile diabetes.

• 14-10 CYSTIC FIBROSIS

o “Cystic fibrosis is an inherited chronic disease that affects the lungs and digestive

system.”

o 14-10a Prevalence and Causation

! In the United States, about 30,000 children and adults have cystic fibrosis.

o 14-10b Interventions

! Interventions for CF are varied and complex and treatment continues

throughout the person’s lifetime. The major social and psychological

problems of children with CF are directly related to chronic coughing,

• 14-11 SICKLE-CELL DISEASE

o “Sickle-cell disease (SCD) is a group of inherited red blood cell disorders.”

o 14-11a Prevalence and Causation

! About 1 in 12 African Americans is a carrier of the sickle-cell gene.

o 14-11b Interventions

! Children, youth, and adults usually learn to adapt to their disease and lead

relatively normal lives.

• 14-12 TRAUMATIC BRAIN INJURIES

o “Traumatic brain injury (TBI), a form of acquired brain injury, occurs when a

sudden trauma causes damage to the brain.”

o 14-12a Prevalence and Causation

! About 1.7 million people sustain TBIs each year. Of this number, about

52,000 individuals die and 275,000 are hospitalized.

o 14-12b Interventions

! Generally, individuals with a TBI will need services and supports in

several areas: cognition, speech and language, social and behavioral skills,

as well as physical functioning. With the development of computerized

• 14-13 ATTENTION DEFICIT/HYPERACTIVITY DISORDER

o One of the most common mental disorders in children and adolescents.

o 14-13a Prevalence and Causation

! 3 to 7 percent of children manifest ADHD.

! The exact causes and precise factors that give rise to ADHD remain

o 14-13b Interventions

! Evidence is emerging that pharmacological control of behavioral

o 14-13c Adolescence and Adulthood

! Interventions appropriate for adolescents and adults with ADHD must be

reassessed, and where appropriate, modified in an age-appropriate manner.

• LOOKING TOWARD A BRIGHT FUTURE

o Finally, we are becoming more inclusive, spontaneous, and caring in our

responses to individuals with physical disabilities, disorders, and injuries—much

DISCUSSION QUESTION STARTERS

1. How are the disabilities presented in this chapter different from those in other disability

categories?

2. How has the Internet improved life for people with physical disabilities?

3. Are education or medical interventions more important for youth with disabilities?

4. What concerns might parents have when sending their child with a physical disability to

school?

5. Should stem cell research be advanced to help treat individuals who have serious

debilitating conditions such as Parkinson’s, Alzheimer’s, or dementia?

6. Should children with AIDS be required to disclose the condition?

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: This chapter describes various health and physical disabilities that potentially

influence the education provided to individuals affected by these conditions.

ACTIVITY: Assign each class member a specific disorder and have him or her list the conditions

that may influence educational programming. Ask class members to discuss educational

considerations based on these conditions. For example, consider whether a student with sickle

cell anemia should avoid strenuous activity. An individual with a physical disability may require

a computer to complete written assignments.

ACTIVITY 2

INTRODUCTION: The adjustment of individuals with physical disabilities depends on several

factors, including the age of onset, degree of disability, visibility of condition, family and social

supports, attitudes of others, and social status among peers.

ACTIVITY: Invite two people with physical disabilities to speak to the class. Try to include one

with a congenital disorder and one with an acquired condition. Develop a list of questions that

would be appropriate for students to ask these individuals, such as:

• What adaptations, if any, are necessary in your work situation?

• What leisure-time activities are you involved in?

ACTIVITY 3

INTRODUCTION: Individuals with disabilities often perform feats that seem difficult or nearly

impossible to individuals without disabilities. Examples include an individual who is paraplegic

traveling across the United States in a wheelchair or an individual who is quadriplegic creating

works of art by holding a paintbrush in his or her mouth.

ACTIVITY: Instruct students to find examples in the media—including newspapers, television,

ACTIVITY 4

INTRODUCTION: Various organizations provide informational materials that may help people cope

with physical and health disabilities.

ACTIVITY: Have each class member contact a local hospital, university department of social

work, or organization related to the disabilities discussed in this chapter to obtain samples of the

informational materials available. Instruct each class member to interview staff from these

ACTIVITY 5

INTRODUCTION: Attempts have been made in recent years to make communities more accessible

to individuals with disabilities.

ACTIVITY: Discuss with students the adaptations that are found in most public buildings, such as

ramps, wheelchair-accessible restroom facilities, and so on. Ask students to visit campus or

community buildings to review accessibility. Have students describe how a particular building

has or has not been adapted for specific disabilities (e.g., vision loss, physical disabilities,

hearing loss). Discuss the students’ findings in class.

ACTIVITY 6

INTRODUCTION: Children and youth who have developed AIDS should be allowed to attend

school and associate with peers and teaching staff. They should be treated with dignity and

compassion. However, in many circumstances, they are not.

ACTIVITY: Arrange a debate or lead a discussion on the appropriateness of public schooling for

children with AIDS. Questions to discuss include:

• Do they pose too much danger to the other children?

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: You Only Are Disabled in an Environment that Makes You That Way

VIDEO URL: https://www.youtube.com/watch?v=fwDl-fmoBJs

ACTIVITY 2

VIDEO: Inclusion, Belonging and the Disability Revolution

VIDEO URL: https://www.youtube.com/watch?v=VAM9nh8WC-8

ACTIVITY: The impact and influence of family when a person has a physical disability is a major

import. Watch the TEDx talk titled Inclusion, Belonging and the Disability Revolution.

Afterward, discuss questions such as the following with students:

• What are some ways lives for families and individuals with physical disabilities are

improving?

• How are all people, including those with disabilities, liberated?

DEBATE FORUM

Should We Protect our Children and Youth From Firearm Violence?

Consider the following facts on gun violence in 2010, based on data from the U.S. Centers for

Disease Control and Prevention:

• 2,694 U.S. children and teens died

• One child or teen died every three hours and fifteen minutes

• Seven children and teens died every day

• 51 children and teens died every week

• Of these 2,694 deaths,

• 1,773 were homicide victims

“To put gun deaths of children and teens in the United States in context, CDF collected the most

recent data on gun deaths in other high-income countries. Including the United States, data were

available for 26 countries out of the 31 high-income members of the Organisation of Economic

Cooperation and Development (OECD). These data reveal that U.S. children and teens die from

guns at a much higher rate than in all other high-income countries for which recent data are

readily available. Gun death rates for children and teens in the U.S. were over four times higher

than in Canada, the country with the next highest rate, nearly seven times higher than in Israel,

POINT

Gun control of any kind is repugnant to many individuals, particularly those who have strong

feelings about the “right to bear arms.” These individuals argue that controlling firearms is a

violation of their civil rights. These individuals see any restriction of access to firearms or

control of their use as undue government intervention and control.

COUNTERPOINT

As a society, we can no longer ignore the deaths and injuries to children and youth that are

caused by firearms. We ought to treat firearms as we treat cars. Cars must have certain safety

devices, or they are not available for purchase or use. Likewise, only those licensed to drive may

legally get behind the wheel of a car. These governmental measures are directed at enhancing the

safety of citizens. The same measures should apply to firearms. The essential goal is prevention,

not control.

TAKE A STAND

1. Should the government have stricter laws regarding gun control? Explain your

answer.

REFERENCES

Children’s Defense Fund. (2014). Progress on child and teen gun deaths has stalled. Washington,

D.C.: Children’s Defense Fund. Retrieved from

CASE STUDY FEEDBACK

Sarah and The “Pump”

1. How could you help Sarah with the transition she is making?

Sensitivity and awareness of Sarah’s feeling and attitudes needs to be taken into

2. How could you help Sarah’s mother with her concerns about Sarah social and medical

well-being?

The teacher could work carefully with the mother and other medical personnel in