Review of the unit

7.11 A round-table talk.

Only braille system can help to children’s social development.

Grammar revision

Ex. 1

Revise the Complex Object. Fill in the blanks with “make”

or “let”.

1. She always … me laugh when she jokes. 2. My chief is very kind to me, he … have time off whenever I want. 3. Do you think your teacher will … you miss the classes? 4. … him tell us everything he knows about the accident. 5. If you eat too much it will … you fat. 6. My parents don’t … me go to the night clubs. 7. Don’t interrupt her. … her speak.

Ex. 2

Put in the correct preposition.

1. I like listening … the music. 2. We spent evening looking … my mother’s photos. 3. I’m looking … a suitable place for it. 4. Could I speak … the manager, please? 5. I’ve been living here … six years. 6. I’d like a book … a six-year-old child. 7. Go … with your retelling. 8. It depends … the circumstances. 9. Who is to wash … ?

Development

7.12 Using the texts from the Reader speak about what role can art (painting,, writing poems and stories, dancing etc.) play in the life of the deaf, the blind and exceptional people on the whole.

Unit 8 physical disabilities

8.1 Before you start reading the text, try to guess the meaning of the following words and word combinations if necessary use the dictionary:

Mobility, chronic, medical, negative, association, policy, physical management, rehabilitation technology, nonsensory, services, therapy, regular school, regular program, epilepsy, hypotonia, humanity, stigmatize, academic, ambulatory, tremor, coordination, psychomotor, descriptor.

WARMING UP

8.2 Before you start reading the text explain the term “disfigurement” in English.

READING

8.3 Read the text making use of the active terminological vocabulary.

Text l

CHARACTERISTICS OF CHILDREN AND YOUTH

WITH PHYSICAL DISABILITIES

Physical disfigurement, mobility limitations, chronic pain, use of orthoses/prostheses or other necessary medical/therapeutic equipment, physical dependency on others, life-threatening medical episodes, and communication difficulties are characteristics that elicit negative responses from non-disabled individuals. These negative responses may create certain unique adjustment problems with which individuals with disabilities will have to cope.

Although individuals with physical disabilities usually have distinct physiological and physical management differences from their non-disabled peers, they have the same needs, desires, and interests. Above all, they want to be treated with the same dignity afforded non-disabled individuals. An initial step in achieving acceptance as an individual is to become known as a person first and not to be identified by the type of disability one has. The American Association on Mental Deficiency, now known as the American Association on Mental Retardation, has adopted the following policy: "It is therefore, the policy of this Association to clear away all archaic stigmatizing, dehumanizing and syntactically incorrect usage of labels and replace these with appropriate socially valued references that emphasize the humanity and individuality of our consumer constituency whenever possible". Adoption of this policy reflects appropri­ate recognition of individuals with disabilities. A person should be identified as an individual who has a specific disability and not, for example, as a "CP" (cerebral palsy) or an "MD" (muscular dystrophy).

Identification of an appropriate descriptor has plagued this population for many years. Terms such as "crippled," "deformed," and "handicapped" have frequently been used to describe individuals with physiological differences. Each of these terms promotes a notion of inability, restriction, and difference. There may not be a perfect descriptor, but the more acceptable term seems to be "disability". A disability is a dysfunction that results from an impairment. It differs from the commonly used term handicap, which refers to an actual or perceived limitation. Individuals with physical disabilities dislike the implication that they are unable to function. With current rehabilitation technology, many barriers have been removed. Individuals with physical disabilities are now able to function in many situations once thought to be impossible.

As a rule, the only common element among individuals with physical disabilities is the existence of some interference with normal motor functioning. Such disabilities may be progressive or nonprogressive, intermittent or chronic, terminal or not terminal, persistently painful or intermittently painful.

Individuals with physical disabilities are defined as those who have nonsensory physical impairments or health impairments that interfere to a significant degree with their academic performance. Special education provisions for individuals with disabilities should include modifications of the environment, the use of adaptive equipment, and special transportation Arrangements necessary to facilitate the edu­cation of individuals with disabilities in regular educational settings. Educational agencies and schools must provide the services that will encourage and assist indi­viduals with disabilities to achieve to their maximum capacity. A team approach for delivering such senders as physical, occupational, and/or speech therapy is utilized in many settings. The transdisciplinary approach, one of many team approaches employed in special education programs, appears to be very successful in meeting the needs of individuals with physical disabilities. In this cooperative arrangement, members of the team work closely together to assess needs identify goals, and implement programs so that identified goals (such as goals related to communication, appropriate positioning, and mobility) can be pursued throughout the day in all settings.

For years, schools and educational agencies provided two justifications for isolating students with physical disabilities from their non-disabled peers. First, integration of students with disabilities might have a negative effect on their non-disabled peers. Second, individuals with disabilities could not be successful in regular classes because of the physical demands that would be placed on them. Neither justification has stood the test of scrutiny. Nonhandicapped peers are generally not negatively affected by the presence of individuals with disabilities. Many individuals with disabilities have normal intellectual functioning and, with the aid of specialized equipment, can function successfully in regular programs.