ADVANCING LEARNING through INCLUSION
PHYSICAL DISABILITY
What does physical disability involve?
Physical disability refers to a significant limitation in mobility, motor skills or body functioning that affects a person’s capacity to carry out daily tasks independently.
According to the Disability, Personal Autonomy & Dependent Needs Survey 2020 carried out by the Spanish National Statistics Institute (INE), there are 308.351 people with mobility issues aged 6 to more than 80 years in Spain. Students with physical disability may encounter not only barriers that limit their mobility, but also access to educational materials or participation in certain activities.
An inclusive education is a fundamental right that seeks to guarantee that all students, irrespective of their individual characteristics, can access and participate fully in the school environment. Attention to students with physical disability requires not only adaptation of the physical surroundings, but also the implementation of teaching strategies that promote participation and development of students’ abilities.
It is important to bear in mind that it is not enough to provide an accessible environment, but also to adopt a flexible and open attitude to adapting teaching strategies to students’ needs.
A student with physical disability may encounter barriers that impede his or her mobility, access to educational materials or participation in certain activities. However, with adaptations and the right support, those obstacles can be overcome, allowing students to not only access education, but also enjoy their surroundings and feel valued and able to contribute significantly.
ENABLING STRATEGIES
Teachers are key to building students’ self esteem. For this reason, well-chosen words will contribute greatly to achieveing this goal. It could be as simple as letting students know their strengths, for example, that they are hardworking, cheerful, generous, intelligent, sociable, respectful, organised, funny, creative, sporty, kind, sincere, etc.
Individual needs
Each student with physical disability is unique. Meet with him or her, and, if possible, with their family or specialists, to understand their specific needs. Ask directly what aids they might need.
Physical environment
Ensure that the space is accessible to everyone. Clear hallways, place desks at an appropriate height and put materials within reach. If a student uses a wheelchair, check that he or she can move with ease.
Adapted material
Use ring binder notebooks to facilitate turning pages or digital versions that students can consult on their device. If a student has motor difficulties, always provide adapted pencils or ergonomic support, where possible, so that he or she can write with greater ease.
Assistive technology
Technology can be a great ally. Familiarise yourself, where possible, with tools and devices that can facilitate learning, such as adapted keyboards, tablets with accessible software, or voice recognition programmes.
Participation
Encourage students to take part in all activities. If necessary, adjust tasks or activities to make them accessible. For example, if a physical task is not accessible to a student, find an alternative way, intellectually or creatively, for them to participate.
Flexible learning
Allow students flexibility in tasks and submission of work. Bear in mind that they may need more time or different formats in which to carry out certain activities.
Assessment
Some students with physical disability may need more time to complete tests due to limitations in mobility or writing. If students have difficulty in writing, allow them to respond orally or use electronic devices to complete the tests.
Attitude in class
Encourage respect and empathy in class. Work with the whole class on the importance of diversity and inclusion, and discourage any discriminatory or condescending behaviour.
Transport and mobility
When planning trips or activities outside the classroom, ensure that the place is accessible and that transport is adapted for all students. Ensure that students have the same opportunities to participate as everyone else.
Families and professionals
Maintain open and regular communication with families and professionals treating students. They can provide you with valuable information on specific needs and collaboration to ensure a more coherent and adapted education.
Remember…
Know individual needs
Adjust the physical space of the class where possible
Use assistive technology whenever possible
Use adapted material if available
Offer flexible learning
Adapt assessments
“Students with disabilities do not seek to be cured but understood.” Anonymous
with the collaboration of…
Fundación ONCE
The Fundación ONCE for the Cooperation and Social Inclusion of people with disabilities was set up in February 1988 by agreement of the General Council. In September of that same year, it was launched as an instrument of cooperation and solidarity by blind people in Spain towards other collectives with disability to improve their living conditions.
