SPED 341 exam 1 short answer questions

Describe aspects of the school environment, classroom environment and accompanying teaching strategies (i.e., universal design) that provide access to students with motor needs.

• universal design

• access to activities, places, equipment, etc.

• entryways

• pathways 

• activity specific 

• work, move, engage

List the steps in the two-person lifting process(side-to-side lift and top & bottom lift). They have the same steps. 

1. evaluates environment 

2. communicates with partner(life type, signal for lifting, ongoing safety and dignity needs)

3. communicates with the student before and during the lift 

4. brakes & seat belt 

5. manipulation of wheelchair

6. body posture 

7. correct hold 

8. student safety 

9. student dignity 

10. student position 

what are the three main goals of therapeutic handling and position of a student with physical disabilites

1. to bring muscle tone as close to normal as possible

2. to minimize the occurrence of primitive reflexes

3. to facilitate active movement in typical patterns within the normal development sequence

First technique of positioning and handling

techniques that alter muscle tone are used to prepare the student’s body before requiring active participation. this helps students with hypertonia

second technique of positioning and handling

a student’s body is usually handled at the head, shoulder, trunk, or hips. 

third technique of positioning and handling

the student’s muscle tone changes through the use of handling techniques, the facilitator should try to guide the student’s body in typical patterns of movement. 

typical patterns of movement tend to be symmetrical 

Fourth technique of positioning and handling 

handling should be used to prepare and guide the student to move in typical, functional ways.

the goal of handling should slowly fade out the handling physical and individual supports 

Principles of positioning 

• muscle tone strength and use of proper positioning can keep positive effects for a long period and allow independent movements 

• therapeutic positioning is used to maintain symmetrical and midline alignment of body parts 

• positioning can be used to prevent secondary problems such as muscle shortening, orthopedic problems, skeletal deformities, and health and medical problems. 

explain the importance of integrated related services 

integrated related services are important because they provide supports such as speech and language, occupational therapy, or physical therapy which help students with disabilities succeed in life long term. It also allows students to improve goals and outcomes in their IEP’s. 

describe role release

the transfer of a specific task, activity, or intervention practice that is performed by content specific professional to another person who can do so themself

List and describe the goals of support as discussed in class.

• relationship

• community

• bodily autonomy

• choice and control

• dignity or risk

• independence

• self-determination

• equity

Compare and contrast two models of disability as discussed in class and reading

medical model of disability: disability is a physical problem that should be treated.

social model of disability: social and environmental factors that contribute to the disability rather than the individuals physical or medical impairments. Society creates barriers that disables them.

Explain the differences between Accessible vs barrier free vs UDL

accessible: to be able to be reached, entered, or used by a person with a disability

barrier free: an environment and system that removes physical and other obstacles, enabling those with disabilities to access what they need without assistance. A home can be made barrier free after a person becomes paralyzed.

UDL: a flexible educational framework that provides multiple ways for all students to access information, engage with the material, and demonstrate what they know.

seven principles for universal design

Principle One: Equitable Use

• The design is useful and marketable to people with diverse abilities.

Principle Two: Flexibility in Use

• The design accommodates a wide range of individual preferences and abilities.

Principle Three: Simple and Intuitive Use

• The design is easy to understand and, regardless of the user's experience, knowledge, language skills, or current concentration level.

Principle Four: Perceptible Information

• The design communicates necessary information effectively to the user, regardless of ambient conditions of the user's sensory abilities.

Principle Five: Tolerance for Error

• The design minimizes hazards and the adverse consequences of accidental or unintended consequences.

Principle Six: Low Physical Effort

• The design can be used effectively and comfortably and with a minimum of fatigue.

Principle Seven: Size and Space for Approach and Use

• Appropriate size and space is provided for approach, reach, manipulation, and use, regardless of the user's body size, posture, or mobility.