Group items tagged

Frequent falls Difficulty rising from a lying or sitting position Trouble running and jumping Waddling gait Walking on the toes Large calf muscles Muscle pain and stiffness Learning disabilities Delayed growth

three genetic variations can cause Down syndrome:

Being carriers of the genetic translocation for Down syndrome.

Trisomy 21

Mosaic Down syndrome.

Translocation Down syndrome.

Advancing maternal age.

three genetic variations can cause Down syndrome:

Trisomy 21

Having had one child with Down syndrome.

Heart defects

Gastrointestinal (GI) defects.

Immune disorders.

Immune disorders.

Sleep apnea.

Sleep apnea.

Obesity.

Obesity.

Spinal problems.

Leukemia

Leukemia

Dementia.

Other problems

Some people are completely blind, but many others have what's called legal blindness. They haven't lost their sight completely but have lost enough vision that they'd have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.

Partial or complete loss of vision, usually in one eye at a time, often with pain during eye movement Prolonged double vision Blurry vision

Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or your legs and trunk Electric-shock sensations that occur with certain neck movements, especially bending the neck forward (Lhermitte sign) Tremor, lack of coordination or unsteady gait

positive school climate includes

A feeling of safety Respect Engagement in learning Involvement in school life Shared vision Involvement of teachers, students, and families

aving to do with the brain.

need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care.

severe

Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles.

Tips for teachers working with students who are visually impaired

Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability

Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.

For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.

Challenges in conceptualizing objects occur because the student lacks the vision to process objects the way that his or her classmates do. Sensory learning works well as a solution, according to NICHCY. This strategy helps students with visual impairments conceptualize by allowing them to use their other senses to understand an object.