Physical disabilities
There are an extensive range of physical disabilities that can
affect a student's performance. These can include anything from
fine motor difficulties to quadriplegia. Identification and programming
for gifted students with physical disabilities needs to be specifically
tailored to meet their individual needs.
There are often obstacles to overcome to enable identification
of giftedness when a physical disability is present. Cline & Schwartz
(1999) suggest students may have:
- an inability to give a verbal response
- limited mobility
- a lack of fine motor coordination
- limited life experiences due to impaired mobility
Assessment techniques for students with a physical disability must
take the degree of disability into account or find alternative methods
of assessment.
Designing a programme for gifted students with a physical disability
will need to incorporate ways to overcome the obstacles confronting
a student. Assistive equipment such as pencil grips, special scissors,
computers, communication boards, and voice synthesisers can help
students with a disability participate in activities that would
otherwise be difficult or impossible for them to complete (Ministry
of Education, 2000).
A full assessment of the learning environment will be an essential
part of any programme development. Environmental adaptations may
be necessary to enable a child to participate (Foreman, 2000). This
may include providing wheel chair access, modifying equipment, and
altering the class layout. Teachers need to provide a programme
that extends and strengthens the abilities of all gifted students,
including those with disabilities.
|
Case story
Rose
Rose has cerebral palsy. This affects her fine motor skills
and language. Rose has difficulty with tasks such as managing
buttons, manipulating round door handles, and writing. Her
speech is slightly slurred. This gives the impression that
Rose may be "slow". At school Rose was not able to complete
written work satisfactorily. Reading out loud took longer
for Rose than other students. She struggled to keep up with
her work in a class of slow learners and left school at aged
15 years. Rose is now in her thirties and is beginning tertiary
study. She uses a computer, which enables her to complete
work quickly and to an acceptable standard. Rose received
a C+ for her first assignment and was thrilled. This was the
first success Rose had experienced during her education. A
C+ is an exceptional mark for someone who was denied a regular
education.
|
Students with physical disabilities need the same opportunities
as their non-disabled peers. Where performance is limited by the
effect of a disabling condition, every effort must be made to find
alternative methods of instruction and assessment. Unless gifted
students are supported to develop their potential, their talents
may be buried by the weight of their disability.
Last Page /
Next Page
To Top
|
