Changing disabling environments for children with physical disabilities
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Changing disabling environments for children with physical disabilities a research study completed with participating families, Cambridge by Mary C. Law

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Published by School of Urban and Regional Planning, University of Waterloo, School of Occupational Therapy and Physiotherapy, McMaster University in [Waterloo, Ont.], [Hamilton, Ont.] .
Written in English

Subjects:

  • Physically handicapped children -- Ontario -- Cambridge -- Case studies.,
  • Architecture and physically handicapped children -- Ontario -- Cambridge -- Case studies.

Book details:

Edition Notes

Includes bibliographical references (p. 65-67).

StatementMary Law.
SeriesWorking papers series / School of Urban and Regional Planning, University of Waterloo -- 31., Working paper series (University of Waterloo, School of Urban and Regional Planning) -- no. 31.
ContributionsUniversity of Waterloo. School of Urban and Regional Planning., McMaster University. School of Occupational Therapy and Physiotherapy.
Classifications
LC ClassificationsHV907.C22 C365 1993
The Physical Object
Pagination67 p. :
Number of Pages67
ID Numbers
Open LibraryOL15171410M

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Enabling environments Environments – physical, social, and attitudinal – can either disable people with impairments or foster their participation and inclusion. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) stipu - lates the importance of interventions to improve access to different domains. Beginning with infancy and the diagnosis of congenital or early onset disabilities, this book identifies traditional developmental life stages for those with disabilities as well as the impact of disability .   A number of icons (such as a coat, key, and book) are also. A. Llewellyn, The Abuse of Children with Physical Disabilities in Mainstream. Changing disabling environments .   Given the ways in which children respond to difference and the fact that schools may enhance the potentially disabling environment for children (Baker and Donelly, , Chatzitheochari et al., , Connors and Stalker, ), we expect disabled boys and girls to exhibit increased peer problems over time relative to their non-disabled peers.

Changing the amount of lighting or brightening or dimming lights can help children with autism or a visual impairment. Adapting furniture by lowering chairs or securing desks and creating slant boards throughout the classroom for writing support can help children with a physical disability . the keys to adapting activities for young children with disabilities is to make the materials or acti-vity only as special as needed. Materials for young children with disabilities don’t have to come from special catalogs or cost a lot of money. Often regular age-appropriate toys can be used with little or no adaptations. Use your. Speci cally, Law et al reported that for children with physical disability, restricted physical, social and institutional environments limit a child's engagement in their meaningful occupations (9. Disability is a social issue. It results from the interaction between people with “long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (Article 1, Convention on the Rights of Persons with Disability).

While there are many strategies to support children with disabilities, here are a few. Environment: Arrange the classroom furnishings so all children—including children with visual or physical disabilities—can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. As discussed in Chapter 3, the environmental mat may be conceived of as having two major parts: the physical environment and the social and psychological physical environment may be further subdivided conceptually into the natural environment and the built environment. Both affect the extent to which a disabling conditions will be experienced by the person as a disability. How physical disabilities can influence learning 4 How can I prepare for a student with physical disabilities? 5 Teaching students with physical disabilities _ a framework 8 Creating an accessible and supportive learning environment 9 Using the key competencies to guide teaching 12 Using the learning areas to guide teaching 15 Student examples It also offers common environmental adaptations and practical information in preparing children for low vision examinations. Suggestions for Modifying the Home and School Environment This handbook is designed for parents and teachers of children with dual sensory impairments and other physical .