Physical Disabilities

Mobility Impairments

A mobility impairment is the partial or total loss of the function of a body part as a result of a spinal cord injury, amputation, or musculoskeletal back disorders.

Such impairment may result in involuntary movements, total paralysis, and reduced levels of function in tasks that require general trunk mobility. These mobility impairments range from the obvious visibility of the spinal cord injury and amputation to the more nebulous such as the chronic back disorder. Because of these variants, the educational expectations for these students will differ greatly in relation to the type of disability.

The student with mobility impairment may exhibit a problem in one or more of the following areas:

• Difficulty moving from one location to another
• Impaired writing and/or speaking due to the physical disability
• Inability to sit, stand, or walk for prolonged periods of time
• Difficulty participating in classes involving physical activity
• May need special assistance in laboratory situations
• Difficulty taking traditional paper and pencil exams
• May require additional time to move from class to class

General Techniques:

• Do not assume that students with mobility impairments cannot participate in an activity. Always consult with the student regarding limitations.
• Give assistance only if the student asks for it. Do not assume that assistance is required.
• Incorporate a means by which the student can participate in group activities. This may include adapting equipment, pairing the student with another student, or pairing the student with an assistant.
• Check emergency exits and routes and provide assistance as necessary.
• If necessary, utilize the expertise of a rehabilitation engineering program to adapt equipment, furnishing, tools, etc.

Accommodations:

• Check for accessibility in and out of the classroom. Arrange for classroom furniture such as wheelchair-height work stations, aisle widths, etc., to accommodate the student's needs or call DSS to have a class moved to an accessible location.
• Do not hang onto or lean on a wheelchair. It is often considered to be part of the person's "body-space."
• Push the wheelchair only if asked or if you have offered and it has been accepted.
• Assist the student in finding a notetaker.
• Accept tape recording of written assignments/exams.
• Give exams orally when necessary or allow extra time for students who are able to write but who have diminished speed. Encourage students to use a scribe or computer for exams.
• When selecting a grading criteria, consider the total competencies learned rather than the speed with which the student complete a task.
• Allow a tape recorder for lectures and discussions.
• Allow students to alternate activities in sitting, standing, and walking.
• Be aware of emotional discomfort that often accompanies chronic pain.