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Orthopedic and Musculoskeletal Disorders Iep

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Orthopedic and Musculoskeletal Disorders IEP
Cynthia Read
Grand Canyon University: SPE-573
July 24, 2013

Orthopedic and Musculoskeletal Disorders IEP 2
Orthopedic and Musculoskeletal Disorders IEP
Orthopedic impairments consist of a broad variety of pupils that have a need for special education because of the impact that the orthopedic impairment has caused with their performance at school. Deficiencies might consist of inborn abnormalities, and origins from other disorders like breaks, losing body extremities, and cerebral palsy (Heller, 2001). Pupils with bone disorders seldom are in regular classrooms. This paper evaluates an orthopedic and musculoskeletal disorder along with an advocated educational intervention: Osteogenesis Imperfecta.
Musculoskeletal Disorders
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Osteogenesis imperfecta is also known as the “brittle bone” disorder. It is an inherited disease where a person’s bones are broken with no problem. Almost all incidences of osteogenesis imperfecta are triggered by a domineering chromosomal imperfection. A lot of the population of kids that have osteogenesis imperfecta were born with this disease and they received it from one or both of their parents and other children that have this disease have no idea how or why they got it because no one in their family has had this ailment. There are four types of osteogenesis imperfecta that researchers have identified and these are Type I, Type II, Type III, and Type IV. The signs and symptoms of osteogenesis imperfecta range from mild (Type I) to severe (Type II to IV). Mild osteogenesis imperfecta only has half of the standard volume of required collagen (connective tissue), but anatomically alright. Severe osteogenesis imperfecta can be the reason for some still births and perinatal deaths, this includes Types II thru IV. Persons that have severe cases of osteogenesis imperfecta have abnormal amounts of
Orthopedic and Musculoskeletal Disorders IEP 3 collagen. The main factor in teeth, sclera (the white part of the eye), ligaments, and bones is collagen or connective tissue. This specific disorder leads to having bones that are very fragile and have a tendency of breaking when you least expect it.
Complications of osteogenesis imperfecta are subordinate situations, indications, or additional disorders that are produced by musculoskeletal disorders. The signs and problems that are prevalent with this disorder are not always very easy to distinguish between. Problems with OI include: * Deafness * Hearing loss * Fractures * Dwarfism * Otosclerosis (genetic ear bone disorder) * Scoliosis * Skull fractures * Intracranial bleeding * Respiratory problems * Skeletal deformity just to name a few (, 2011).
Financial effects
For financial assistance, you may apply for a grant that is provided by the Children’s Brittle Bone Foundation/Osteogenesis Imperfecta Foundation. Grants are available within the

Orthopedic and Musculoskeletal Disorders IEP 4 amounts of $500 to $20,000. The grant that could be provided is to pay for one of the items listed below: * Accessibility aides (kitchen carts, reachers, shower chairs, etc.) * Ramps outside that gives admission to a home * Repayment for making a trip to get specialized care * Changes to your vehicle like pedal extensions, lifts, etc. or to buy a vehicle * Dental help (because of OI) * Adaptive technology like hearing aids, computers, etc. * Braces/walkers/orthotics * Electric/manual wheelchairs or scooters * Education related items like pre-school to post doctoral support, tuition assistance, etc. * Prescribed occupational/physical therapy; exercise therapy equipment (Grant application, 2010)
To date, there is not an available antidote for osteogenesis imperfecta. The only remedy available is through physical therapy which is needed for developing muscle strength and bone mass, controlling or preventing the indications, and maximizing independent mobility. Extensive surgeries, dental procedures, and the care of fractures are needed a majority of the time. The usage of braces, wheelchairs, and additional aids that help with movement are used for persons that have Type II, III, and IV (severe types). Individuals that have osteogenesis imperfecta are heartened to workout whenever conceivable to encourage bone and muscle power, which helps in the prevention of bone breakage. Water aerobics, water therapy, and

Orthopedic and Musculoskeletal Disorders IEP 5 swimming are quite common and great therapies to use since it uses your own body resistance and your bones are less likely to break (NIAMS, 2009).
The only rehabilitation that is available for individuals with osteogenesis imperfecta is physical therapy. Physical therapy involves flexing of the limbs (being careful not to go too far, for the fear of bones breaking).
Educational interventions
Kids that have severe osteogenesis imperfecta might have consumed a majority of their younger days lying in the supine position in casts at home with the family or in a hospital room. Because of this, the child has lost out on experiencing many life changing events. It might influence their assurance and initial education. Persons with osteogenesis imperfecta typically have run-of-the-mill or enhanced scholastic. Adaptive physical education accomplishments and alternative physical education is required to improve upon a life-long and a reliable relaxation and entertaining events (NIAMS, 2009).
Home schooling should be used because of the amount of time that has been missed from going to school due to breaking of bones and the amount of hospitalizations. Individuals that have long-standing osteogenesis imperfecta are watched for poor self-concept, depression, and frustration. Students and staff might have to have counseling after facing the fact that a friend of theirs has a disease that their bones are extremely fragile and can break at any time. Having this fear might bring about over-protection and having more cautious people near the individual that has osteogenesis imperfecta. On the other hand, seeing that persons that have osteogenesis imperfecta normally are mentally competent, it is vital they are granted with every occasion
Orthopedic and Musculoskeletal Disorders IEP 6 available to gradually learn to be independent, practice social skills, and make decisions for their self. Classroom accommodations may include writing aids (markers or pens that are felt tipped because of the possibility to withstand compression); hindered speed of writing (might have to learn to write with the non-dominant hand because of breaks that have occurred in the dominant hand; extension tools may need to be available since a child may have bent and short arms in decreasing their ability to reach for things - if the child was diagnosed with severe osteogenesis imperfecta) (NIAMS, 2009).
Develop a suitable time for the pupil when and when not to play with their peers; how many minutes in advance of the bell should the child be released to go to another class; what type of help will the child need when using the restroom, sitting in the classroom; etc. Design an in-service program for all that is in the school to help them comprehend what osteogenesis imperfecta is and to adopt a sympathetic opinion and a very good relationship with peers. Knowledge of careful treatment with kids that have osteogenesis imperfecta and that a break may happen if a section of the child’s body is pulled, twisted, or pushed a little (NIAMS, 2009).
IEP for Candace She was placed in a special education class. She received an IEP. She is seven years old. It discussed her present and future academic plans, it identified her present academic needs, her measurable goals (her two goals will be to help her have a better “social life” with her peers and to walk using for arm crutches; these two goals will be completed by the end of this school year. There will be “picnics” in class one day a week and she will go to the gym and walk on the crutches three days a week for no more than one hour each session), the services that will be provided to her will be that she will be dismissed from class five minutes before the other
Orthopedic and Musculoskeletal Disorders IEP 7 students and use the elevator in the school, and they also determined an LRE for her which was to be in a small class with a few other children to help alleviate the risk of her getting hurt and breaking some bones.
A teacher’s responsibility is to meet the needs of pupils with spine curvatures, juvenile rheumatoid arthritis (JRA), limb deficiencies, musculoskeletal disorders, and hip problems center around giving the accommodations, environment, and modifications needed for pupils with these disorders to achieve scholarly lessons and also to grant them the capability to learn to the best of their aptitude. This feat will entail general and special educators to working together to involve the pupil with incapacities in the curriculum of the regular class as much as can be done.
There are positive impacts of having a pupil with an orthopedic deficiency in the class; not only will the pupil profit from the teaching of the regular teachers, nonetheless, they are able to be successful with suitable modifications. When communal relations occurred among pupils without and with incapacities amongst physical activities and structured academic and physical activities, such meetings were usually respectful, friendly, and pleasant, focused on common goals, and deemed meaningful.

Orthopedic and Musculoskeletal Disorders IEP 8 References
Grant application revised. (2010). Retrieved July 20, 2013.
Heller, K. (2001). In servicing School Personnel on Orthopedic Impairments. Bureau for
Students with Physical & Health Impairments. Retrieved July 20, 2013.
HealthTalk. (2009). Retrieved July 20, 2013. Klippel, J. (2000). “Osteogenesis Imperfecta”. The Exceptional Parent (30) no. 6, 94-5 Je 2000 Retrieved July 20, 2013.
National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS). (2009).
‘Osteogenesis Imperfecta’. Information Clearinghouse National Institutes of Health. Retrieved July 20, 2012., (2011) Health Grades Inc. Last Update: 7 May, 2013. Retrieved July 20, 2013.
Grant application revised. (2010). Retrieved July 20, 2013.

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