Define types of physically handicapped children!?

Question

conducting a research on physically handicapped children, need the details for the completion of research work!

Answer 1

Research Americans with disabilities act..

it will give you the different terminologies of specific disabilities..hope this helps..

Answer 2

Here are the definitions according to the state of Michigan.  I am a Sp.Ed. teacher that works with students with cognitive and emotional impairments.

R 340.1702 "Student with a disability" defined.

Rule 2. "Student with a disability" means a person who is determined by an individualized

education program team or a hearing officer to have 1 or more of the impairments specified in

this part that necessitates special education or related services, or both, who is not more than 25

years of age as of September 1 of the school year of enrollment, who has not completed a

normal course of study, and who has not graduated from high school. A student who reaches

the age of 26 years after September 1 is a "student with a disability" and entitled to continue a

special education program or service until the end of that school year.

R 340.1703 Rescinded.

R 340.1704 Rescinded.

R 340.1705 Cognitive impairment; determination.

Rule 5. (1) Cognitive impairment shall be manifested during the developmental period and

be determined through the demonstration of all of the following behavioral characteristics:

(a) Development at a rate at or below approximately 2 standard deviations below the mean

as determined through intellectual assessment.

(b) Scores approximately within the lowest 6 percentiles on a standardized test in reading

and arithmetic. This requirement will not apply if the student is not of an age, grade, or mental

age appropriate for formal or standardized achievement tests.

(c) Lack of development primarily in the cognitive domain.

(d) Impairment of adaptive behavior.

(e) Adversely affects a student's educational performance.

(2) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include a psychologist.

R 340.1706 Emotional impairment; determination; evaluation report.

Rule 6. (1) Emotional impairment shall be determined through manifestation of behavioral

problems primarily in the affective domain, over an extended period of time, which adversely

affect the student's education to the extent that the student cannot profit from learning

experiences without special education support. The problems result in behaviors manifested by

1 or more of the following characteristics:

(a) Inability to build or maintain satisfactory interpersonal relationships within the school

environment.

(b) Inappropriate types of behavior or feelings under normal circumstances.

(c) General pervasive mood of unhappiness or depression.

(d) Tendency to develop physical symptoms or fears associated with personal or school

problems.

(2) Emotional impairment also includes students who, in addition to the characteristics

specified in subrule (1) of this rule, exhibit maladaptive behaviors related to schizophrenia or

similar disorders. The term "emotional impairment" does not include persons who are socially

maladjusted, unless it is determined that the persons have an emotional impairment.

(3) Emotional impairment does not include students whose behaviors are primarily the

result of intellectual, sensory, or health factors.

(4) When evaluating a student suspected of having an emotional impairment, the

multidisciplinary evaluation team report shall include documentation of all of the following:

(a) The student's performance in the educational setting and in other settings, such as

adaptive behavior within the broader community.

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(b) The systematic observation of the behaviors of primary concern which interfere with

educational and social needs.

(c) The intervention strategies used to improve the behaviors and the length of time the

strategies were utilized.

(d) Relevant medical information, if any.

(5) A determination of impairment shall be based on data provided by a multidisciplinary

evaluation team, which shall include a comprehensive evaluation by both of the following:

(a) A psychologist or psychiatrist.

(b) A school social worker.

R 340.1707 Hearing impairment explained; determination.

Rule 7. (1) The term "hearing impairment" is a generic term which includes both students

who are deaf and those who are hard of hearing and refers to students with any type or degree

of hearing loss that interferes with development or adversely affects educational performance.

"Deafness" means a hearing impairment that is so severe that the student is impaired in

processing linguistic information through hearing, with or without amplification. The term "hard

of hearing" refers to students with hearing impairment who have permanent or fluctuating

hearing loss which is less severe than the hearing loss of students who are deaf and which

generally permits the use of the auditory channel as the primary means of developing speech

and language skills.

(2) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include an audiologist and an otolaryngologist or

otologist.

R 340.1708 Visual impairment explained; determination.

Rule 8. (1) A visual impairment shall be determined through the manifestation of both of

the following:

(a) A visual impairment which, even with correction, interferes with development or which

adversely affects educational performance. Visual impairment includes both partial sight and

blindness.

(b) One or more of the following:

(i) A central visual acuity for near or far point vision of 20/70 or less in the better eye after

routine refractive correction.

(ii) A peripheral field of vision restricted to not more than 20 degrees.

(iii) A diagnosed progressively deteriorating eye condition.

(2) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include an ophthalmologist or optometrist.

(3) If a student cannot be tested accurately for acuity, then functional visual assessments

conducted by a teacher certified in visual impairment may be used in addition to the medical

evaluation for determination of impairment.

(4) For students with visual impairment who have a visual acuity of 20/200 or less after

routine refractive correction, or who have a peripheral field of vision restricted to not more than

20 degrees, an evaluation by an orientation and mobility specialist shall be conducted. The

orientation and mobility specialist shall also include in the report a set of recommended

procedures to be used by a mobility specialist or a teacher of students with visual impairment in

conducting orientation and mobility training activities.

R 340.1709 "Physical impairment" defined; determination.

Rule 9. (1) "Physical impairment" means severe orthopedic impairment that adversely

affects a student's educational performance.

(2) A determination of disability shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include assessment data from 1 of the following

persons:

(a) An orthopedic surgeon.

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(b) An internist.

(c) A neurologist.

(d) A pediatrician.

(e) A family physician or any other approved physician as defined in1978 PA 368, MCL

333.1101 et seq.

R 340.1709a "Other health impairment" defined; determination.

Rule 9a. (1) "Other health impairment" means having limited strength, vitality, or alertness,

including a heightened alertness to environmental stimuli, which results in limited alertness with

respect to the educational environment and to which both of the following provisions apply:

(a) Is due to chronic or acute health problems such as any of the following:

(i) Asthma.

(ii) Attention deficit disorder.

(iii) Attention deficit hyperactivity disorder.

(iv) Diabetes.

(v) Epilepsy.

(vi) A heart condition.

(vii) Hemophilia.

(viii) Lead poisoning.

(ix) Leukemia.

(x) Nephritis.

(xi) Rheumatic fever.

(xii) Sickle cell anemia.

(b) The impairment adversely affects a student's educational performance.

(2) A determination of disability shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include 1 of the following persons:

(a) An orthopedic surgeon.

(b) An internist.

(c) A neurologist.

(d) A pediatrician.

(e) A family physician or any other approved physician as defined in 1978 PA 368, MCL

333.1101 et seq.

R 340.1710 "Speech and language impairment" defined; determination.

Rule 10. (1) A "speech and language impairment" means a communication disorder that

adversely affects educational performance, such as a language impairment, articulation

impairment, fluency impairment, or voice impairment.

(2) A communication disorder shall be determined through the manifestation of 1 or more

of the following speech and language impairments that adversely affects educational

performance:

(a) A language impairment which interferes with the student's ability to understand and use

language effectively and which includes 1 or more of the following:

(i) Phonology.

(ii) Morphology.

(iii) Syntax.

(iv) Semantics.

(v) Pragmatics.

(b) Articulation impairment, including omissions, substitutions, or distortions of sound,

persisting beyond the age at which maturation alone might be expected to correct the deviation.

(c) Fluency impairment, including an abnormal rate of speaking, speech interruptions, and

repetition of sounds, words, phrases, or sentences, that interferes with effective communication.

(d) Voice impairment, including inappropriate pitch, loudness, or voice quality.

(3) Any impairment under subrule (2) (a) of this rule shall be evidenced by both of the

following:

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(a) A spontaneous language sample demonstrating inadequate language functioning.

(b) Test results on not less than 2 standardized assessment instruments or 2 subtests

designed to determine language functioning which indicate inappropriate language functioning

for the student's age.

(4) A student who has a communication disorder, but whose primary disability is other than

speech and language may be eligible for speech and language services under R 340.1745(a).

(5) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include a teacher of students with speech and

language impairment under R 340.1796 or a speech and language pathologist qualified under R

340.1792.

R 340.1711 "Early childhood developmental delay" defined; determination.

Rule 11. (1) "Early childhood developmental delay" means a child through 7 years of age

whose primary delay cannot be differentiated through existing criteria within R 340.1705 to

R 340.1710 or R 340.1713 to R 340.1716 and who manifests a delay in 1 or more areas of

development equal to or greater than 1/2 of the expected development. This definition does not

preclude identification of a child through existing criteria within R 340.1705 to R 340.1710 or

R 340.1713 to R 340.1716.

(2) A determination of early childhood developmental delay shall be based upon a

comprehensive evaluation by a multidisciplinary evaluation team.

R 340.1713 "Specific learning disability" defined; determination.

Rule 13. (1) "Specific learning disability" means a disorder in 1 or more of the basic

psychological processes involved in understanding or in using language, spoken or written, that

may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do

mathematical calculations. The term includes such conditions as perceptual impairments, brain

injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not

include children who have learning problems that are primarily the result of a visual, hearing, or

motor impairment, of a cognitive impairment, of an emotional impairment, of autism, or of

environmental, cultural, or economic disadvantage.

(2) The individualized education program team may determine that a child has a specific

learning disability if the child does not achieve commensurate with his or her age and ability

levels in 1 or more of the areas listed in this subrule, when provided with learning experiences

appropriate for the child's age and ability levels, and if the multidisciplinary evaluation team

finds that a child has a severe discrepancy between achievement and intellectual ability in 1 or

more of the following areas:

(a) Oral expression.

(b) Listening comprehension.

(c) Written expression.

(d) Basic reading skill.

(e) Reading comprehension.

(f) Mathematics calculation.

(g) Mathematics reasoning.

(3) The individualized education program team shall not identify a child as having a specific

learning disability if the severe discrepancy between ability and achievement is primarily the

result of any of the following:

(a) A visual, hearing, or motor impairment.

(b) Cognitive impairment.

(c) Emotional impairment.

(d) Autism.

(e) Environmental, cultural, or economic disadvantage.

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(4) At least 1 individualized education program team member other than the student's

general education teacher shall observe the student's academic performance in the general

education classroom setting. For a child who is less than school age or who is out of school, an

individualized education program team member shall observe the child in an environment

appropriate for a child of that age.

(5) For a student suspected of having a specific learning disability, the documentation of the

individualized education program team's determination of eligibility shall include a statement

concerning all of the following:

(a) Whether the student has a specific learning disability.

(b) The basis for making the determination.

(c) The relevant behavior noted during the observation of the student.

(d) The relationship of that behavior to the student's academic functioning.

(e) The educationally relevant medical findings, if any.

(f) Whether there is a severe discrepancy between achievement and ability that is not

correctable without special education and related services.

(g) The determination of the team concerning the effects of environmental, cultural, or

economic disadvantage.

(6) Each individualized education program team member shall certify, in writing, whether the

report reflects his or her conclusion. If it does not reflect his or her conclusion, the team

member shall submit a separate statement presenting his or her conclusions.

(7) A determination of learning disability shall be based upon a comprehensive evaluation

by a multidisciplinary evaluation team, which shall include at least both of the following:

(a) The student's general education teacher or, if the student does not have a general

education teacher, a general education teacher qualified to teach a student of his or her age or,

for a child of less than school age, an individual qualified by the state educational agency to

teach a child of his or her age.

(b) At least 1 person qualified to conduct individual diagnostic examinations of children,

such as a school psychologist, an authorized provider of speech and language under

R 340.1745(d), or a teacher consultant.

R 340.1714 Severe multiple impairment; determination.

Rule 14. (1) Students with severe multiple impairments shall be determined through the

manifestation of either of the following:

(a) Development at a rate of 2 to 3 standard deviations below the mean and 2 or more of the

following conditions:

(i) A hearing impairment so severe that the auditory channel is not the primary means of

developing speech and language skills.

(ii) A visual impairment so severe that the visual channel is not sufficient to guide

independent mobility.

(iii) A physical impairment so severe that activities of daily living cannot be achieved without

assistance.

(iv) A health impairment so severe that the student is medically at risk.

(b) Development at a rate of 3 or more standard deviations below the mean or students for

whom evaluation instruments do not provide a valid measure of cognitive ability and 1 or more

of the following conditions:

(i) A hearing impairment so severe that the auditory channel is not the primary means of

developing speech and language skills.

(ii) A visual impairment so severe that the visual channel is not sufficient to guide

independent mobility.

(iii) A physical impairment so severe that activities of daily living cannot be achieved without

assistance.

(iv) A health impairment so severe that the student is medically at risk.

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(2) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include a psychologist and, depending upon the

disabilities in the physical domain, the multidisciplinary evaluation team participants required in

R 340.1707, R 340.1708, or R 340.1709, R 340.1709a, or R 340.1716.

R 340.1715 "Autism" defined; determination.

Rule 15. (1) "Autism" means a lifelong developmental disability that is typically manifested

before 30 months of age. "Autism" is characterized by disturbances in the rates and sequences

of cognitive, affective, psychomotor, language, and speech development.

(2) The manifestation of the characteristics specified in subrule (1) of this rule and all of the

following characteristics shall determine if a student has autism:

(a) Disturbance in the capacity to relate appropriately to people, events, and objects.

(b) Absence, disorder, or delay of language, speech, or meaningful communication.

(c) Unusual or inconsistent response to sensory stimuli in 1 or more of the following:

(i) Sight.

(ii) Hearing.

(iii) Touch.

(iv) Pain.

(v) Balance.

(vi) Smell.

(vii) Taste.

(viii) The way a student holds his or her body.

(d) Insistence on sameness as shown by stereotyped play patterns, repetitive movements,

abnormal preoccupation, or resistance to change.

(3) To be eligible under this rule, there shall be an absence of the characteristics associated

with schizophrenia, such as delusions, hallucinations, loosening of associations, and

incoherence.

(4) A determination of impairment shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team. The team shall include, at a minimum, a psychologist or

psychiatrist, an authorized provider of speech and language services under R 340.1745(d), and a

school social worker.

R 340.1716. "Traumatic brain injury" defined; determination.

Rule 16. (1) "Traumatic brain injury" means an acquired injury to the brain which is caused

by an external physical force and which results in total or partial functional disability or

psychosocial impairment, or both, that adversely affects a student's educational performance.

The term applies to open or closed head injuries resulting in impairment in 1 or more of the

following areas:

(a) Cognition.

(b) Language.

(c) Memory.

(d) Attention.

(e) Reasoning.

(f) Behavior.

(g) Physical functions.

(h) Information processing.

(i) Speech.

(2) The term does not apply to brain injuries that are congenital or degenerative or to brain

injuries induced by birth trauma.

(3) A determination of disability shall be based upon a comprehensive evaluation by a

multidisciplinary evaluation team, which shall include an assessment from a family physician or

any other approved physician as defined in 1978 PA 368, MCL 333.1101 et seq.

Answer 3

1)  Don't say handicapped.  Say disabled or challenged.

2) types:  (this is just my opinion)

mobility impairment (difficulty or inability to walk)

visual impairment

auditory impairment

impairment of manual coordination (such as with cerebral palsy, where the person may have difficulty using their hands)

There are probably others ...