Anna report

• Learners with difficulty walking and moving have various conditions that affect their mobility, such as physical disabilities, neurological disorders, and other health impairments.
• These conditions can cause learners to have difficulty walking, moving, and performing daily tasks.
• Accommodation and classroom adaptations can be provided to support these learners.
• Gross motor developmental milestones can aid in functional screening for these conditions.
• A learner with difficulty walking and moving is referred to as a "child with disability" if their disability is due to physical disabilities, and as a "disabled child" if their disability is due to circumstances, including people's, attitudes and resources, rather than their physical disabilities.
• Asthma can be diagnosed through an Asthma and Allergies Symptom Test made available by the American College of Allergy, Asthma, & Immunology.
• Spina bifida can be diagnosed prenatally through blood test, ultrasound, amniocentesis, or postnatally by a doctor using ultrasound, MRI, or CT scan.
• Muscular dystrophy can be diagnosed through a number of tests.
• Epilepsy is usually tested using electroencephalogram (EEG).
• Physical Skills Checklist for Teachers includes areas of physical difficulties such as mobility, head control, sitting, using hands, and using switch system to access curriculum.
• Cerebral palsy can be diagnosed through developmental monitoring, developmental screening, and developmental and medical evaluations.
• Handicapping words and phrases should be avoided, and alternatives should be used instead, such as "physically disabled" instead of "handicapped child", "suffering from" instead of "has the condition", "confined to a wheelchair" instead of "wheelchair bound", "wheelchair user" instead of "wheelchair-user", "mentally handicapped" instead of "learning disabled", "learning difficulty" instead of "learning disability", "crippled" instead of "disabled child", "spastic" instead of "has cerebral palsy".
• Physical disability is a continuum where one end includes children with minor motor problems, and at the other end, are children with very little continuum over their physical functioning.
• Characteristics of learners with difficulty walking and moving include being often physically unable to hold a pen and write for extended periods of time, having difficulty finishing assignments and/or tests in allotted time, and experiencing fatigue and limited mobility when speaking to a person for a long period of time.
• Students with difficulty walking and moving may also experience challenges with daily living activities and mobility, and may require accommodations for off-site activities.
• Some mobility impairments are due to spinal cord injury, depending on which area is damaged.
• Suggested accommodations/classroom adaptations for learners with difficulty walking and moving include replacing written exams or assignments with an oral exam or presentation, using note takers, using assistive technology, using a scribe or speech-to-text software to record answers on tests/exams, and providing a room other than the classroom for exams if required.
• Quadriplegia refers to the loss of function in arms, legs, and trunk, and often requires the use of motorized wheelchairs.
• Fibromyalgia is a condition of rheumatism in “soft tissues” or muscles that cause constant muscular and ligament pain.
• Paraplegia is the loss of function in lower extremities and lower trunk, and could use manual wheelchairs and fully move their arms and hands.
• Neuromuscular disorders refer to a wide range of conditions, including muscular dystrophy, multiple sclerosis, and ataxia that lead to degeneration and atrophy of muscle or nerve tissues.
• Motor dysfunctions include difficulty of walking, lack of muscle coordination, spasms, and difficulty with speech.
• At 6 - 12 months, a child crawls forward on belly, assumes a seated position unaided, creeps on hand and knees, transitions into different positions such as sitting, all fours, and has delayed sensory development due to decreased ability to explore the environment.
• At 3 years, a child climbs jungle gym and ladders, pedals a tricycle, walks up/down stairs alternating feet, jumps in place with two feet together, is able to walk on tip toes, and can catch using body awareness and movement planning skills.
• At 2 years, a child walks slowly and turns corners, begins running, is able to pull or carry a toy while walking, climbs onto/down from furniture without assistance, walks up and down steps without support, and is able to pick up toys from the floor without falling over.
• At 18 months, a child sits, crawls, walks, has a wide gait but walking/running is less clumsy, pushes against a ball (does not actually kick it), and has delayed play skills.
• At 4 years, a child stands on foot for up to 5 seconds, kicks a ball forwards, throws a ball overarm, catches a ball that has been bounced, runs around obstacles, is able to walk on a line, and is able to hop on one foot.
• At 0 - 6 months, a child rolls over front to back and back to front, sits with support and then independently, has poor muscle development for locomotion, and has delayed ability to play independently.
• At 5 years, a child jumps over an object and lands with both feet together, lacks confidence in movement-based activities, and has difficulties using playground equipment.
• Other health impairments refer to conditions of having limited strength, vitality or alertness, which could limit one's participation in education.
• Neuromotor impairment involves the central nervous system, which affects one's ability to move, use, feel or control certain body parts.
• Gross motor (physical) skills require whole body movement, involve the large muscles of the body, and are used to perform everyday functions, including standing, walking, running, and sitting upright as well as eye-hand coordination skills.
• Able to walk on balance beam.
• Catches a small ball using hand only.
• Demonstrates mature throwing and catching patterns.
• Can cover 2 meters when hopping.
• Lack of confidence in movement-based activities.
• Difficulties participating in sporting activities.
• Difficulties playing with moving toys such as bikes and scooters.
• Mature (refined) jumping skills.