Whats The Math Behind The NFL?

Tim Tesch and Scott Wissel

Modifications for Special Needs

Muscular Dystrophy

Classroom Strategies

• Meet with the student and the parents early in the school year to help determine the student's individual needs.
• From this meeting and from previous school records, assess the need for an individual education program and develop an IEP if required.
• Work as a member of a team to help the student lead a productive life. Include parents, para-professionals, health care professionals and possibly peers.
• Talk to the class about muscular dystrophy, and if the student is comfortable with the situation, have the student or parents explain any specific needs. Encourage other students to find out how they can assist and when they should assist.
• If necessary, schedule bathroom breaks for the student who needs assistance, from a para-professional, just before class breaks.
• Encourage the student to remain as active as possible, to keep healthy muscles in condition as long as possible. Inactivity contributes to loss of muscle action.
• Try different strategies: use computers, handout, tapes, overheads, to allow the student to keep pace with the rest of the class.
• Orient the student to elevators and ramps, if necessary.
• In consultation with a physiotherapist, encourage as much physical activity as possible, not only for muscle therapy but also to foster social relationships. This gives the student a break from the seated position. Standing for two to four hours per day may have both physiological and psychological benefits.
• Be alert for signs of withdrawal and depression. The student may feel less a part of the class as the condition progresses.
• Build self-confidence by encouraging active participation in classroom activities. Some subject areas such as physical education, science or industrial education may need certain modifications or alternative assignments.
• Allow time to finish assignments and exams. Even if extra time is necessary, completing a task will do much to develop the feeling of self-confidence.
• Ensure appropriate seating - this may be near the board, near the front, near the door or at a table suitable for a wheelchair.
• Expect group participation in cooperative learning groups to overcome specific difficulties in subject areas.
• Ensure an exchange of information between the home and the school for mutual understanding and consistency of expectations.

Spina Bifida

Classroom Strategies

• Meet with the parents and the student early in the school year or even in June before enrolment to help determine individual student needs.
• Determine specific learning requirements based on recent assessment.
• Develop an Individual Education Plan (IEP).
• Recognize that the student requires extensive medical service which may be time-consuming and frustrating. The teacher is part of a team helping the student in learning to cope with minimal assistance.
• If the student is comfortable with it, and depending on the age of the group, talk to the class about spina bifida. Encourage other students to find out how they can assist and when they should assist.
• Ask the school nurse, an occupational therapist, physiotherapist, a doctor or someone from the Spina Bifida Association for information and assistance.
• Accommodate absences from school for medical purposes by providing information and assistance for school liaison teachers and parents.
• Expect appropriate behaviour. Students are accountable for their behaviour whether disabled or not.
• Expect the same effort from all students in the class. If there are things the student with spina bifida cannot do, give an equivalent task.
• Be as fair with the student with spina bifida as with other students, e.g., intervening in teasing. The teacher's attitudes and actions set an example in fostering feelings of self-respect and dignity to grow.
• Assist the student to develop organizational skills by keeping books and school materials within easy reach, and by making lists and schedules of assignments, tests, special events, etc.
• Encourage the use of computers, typewriters and other aids to increase speed and to overcome any difficulties of hand control. Refer to the school occupational therapist for assistance.
• Orient the student to the school, especially for ramps, bathrooms with modifications and access to elevator. The school occupational therapist or physiotherapist can assist with adaptations to the environment.
• Work closely with the parents to reinforce both what is happening at school and at home.
• Make sure that others in the school (a teacher, administrator, counselor, substitute...) are familiar with the student's routine and requirements.
• As lack of bowel and bladder control is one of the greatest blocks to social acceptance for the student, ensure privacy and encourage independence. It is essential to ask the parents or health professionals about the student's routine.
• For activities outside the school, ensure that appropriate arrangements are made so the student can participate as much as possible.
• Encourage active participation in the classroom. Some subjects may need modification such as physical education and technology.
• Assist the student in forming social relationships. Students with spina bifida need positive social interactions as much as other students.