Challenges Faced by a Physically Handicapped Student Transitioning from Primary to Secondary School - Case Study Example

Challenges Faced by a Physically Handicapped Student Transitioning from Primary to Secondary School Introduction Cerebral Palsy is a form of physical disability that affects body movement, posture and muscle coordination. In some cases, cerebral palsy can lead to speech, hearing and visual problems (Frontera, Silver & Rizzo, 2008; Levitt, 2013). Although, school-going children with physical handicaps associated with cerebral palsy experience complications that affect their mobility, they are capable of learning effectively if their specific needs are addressed (Westwood, 2009). Sadly, many mainstream primary and secondary schools lack the capacity to meet the specific needs of students with disabilities. As result, a considerable number of physically handicapped students in mainstream school remain disadvantaged and are unable to realise effective learning outcomes (Gabbitas Education, 2013; Gannon & Nolan, 2007). This paper seeks to critically examine the challenges faced by a student with a physical handicap associated with cerebral palsy as he transitions from primary school to secondary school. Subsequently, it provides suggestions on the possible interventions that can be used to address these challenges in order to help the student transition from school effectively. Challenges Associated with Transitioning from Primary to Secondary School John Smith is a 13 year old student living with spastic cerebral palsy. Due to this condition, he experiences stiffness and movement difficulties. As a result, John has to use crutches to move from one place to another. In some occasions, he uses his wheel chair to move around. John also has mild perceptual difficulties. He generally grasps and understands instruction easily however, he has difficulties registering long words and holding complex instructions in his mind. In addition to this, John also has speech articulation problems. When communicating he tends to distort and substitute sounds. Thus, it may be difficult for people who are not familiar with his problem to understand some of the words he articulates. After completing his primary school education, John was admitted to Lakeview High school, a mainstream secondary school. Following his admission to a different learning environment, John has been experiencing a wide range of challenges that are bound to affect his overall learning outcomes. Firstly, mobility is one of the major challenges that John is currently facing while in school. Lakeview High school has complex building structures that make it difficult for John to move freely and easily from one place to another. For instance, the school library and computer laboratory are based in a three-storey building with no lifts or wheel chair ramps. In order for one to get to some sections of the library, one has to use narrow staircases. Climbing up these staircases can be a daunting task, this in turn makes it difficult for John to access important school facilities. Moreover, some classes that John attends are also based in buildings that require him to use staircases. As a result, he has to rely on the goodwill of others to help him move to and from these classes. In his previous school, most buildings were well built to accommodate individuals with disabilities. There were ramps and lifts to aid students with physical disability to move easily. Thus John is finding it difficult adjust to his new learning environment since mobility is a challenge. In the classroom, John also experiences difficulties when it comes to understanding what is being taught. Many teachers at Lakeview High school have not received specialised training on how to effectively meet the learning needs of students with physical disabilities associated with cerebral palsy. In his previous school, most classes incorporated an average of 15 students thus it was easy for teachers to use student-centered instructional strategies and meet the specific learning needs of each student. However, in the new school, many classes have over 40 students thus most teachers tend to use direct instructional strategies. John has mild perceptual difficulties and as a result he struggles to register long words and hold complex instructions in his mind. This in turn, makes it difficult for him to understand and relate to what is being taught in class. Since he was used to a learner-centered approach to teaching in his previous school, John is finding it difficult to adapt to a classroom where no extra-support or specialised intervention is given to meet his specific learning needs. Another major challenge that John is currently facing while at Lakeview High school, revolves around his participation in physical education and other extra-curricular activities. In his previous school, many physical education and extra-curricular activities were specifically developed and modified to suit students with physical disabilities. For instance, sporting activities such as table tennis, wheelchair handball and badminton were incorporated in the schools extra-curricular activities thus enabling students with different forms of disability to participate. Nevertheless, in John’s current school, he is finding it difficult to participate in many extra-curricular activities since they are designed to suit students who are physically able to run, move and communicate effectively. Currently, the school only offers extra-curricular activities such as; debate clubs, choirs, drama football, baseball, basketball, rugby and volleyball. Given that John has articulation difficulties and experiences stiffness and movement difficulties, it is very challenging for him to participate in any of these extra-curricular activities. Furthermore, during physical education (PE) classes, John is unable to participate in most of the exercises and physical activities that other students take part in. This in turn makes him feel secluded from the rest of the class. Additionally, due to John’s articulation problems, it is difficult for him to effectively communicate with his peers and teachers. Some teachers and students find it difficult to engage him in conversations since they do not comprehend how he articulates some sounds. As a result, John finds it quite challenging to interact with other or make new friends. This in turn makes him feel isolated and it also deprives him of social interaction. Consequently, he does not feel a sense of belonging while in school. Possible Interventions/ Solutions In order to assist John so that he can effectively transition from primary to secondary school, it is foremost crucial to address challenges pertaining to mobility difficulties. Reynolds (2006), acknowledges that many post-primary school settings tend to have more complex buildings than primary schools thus moving from place to another poses great challenge for students with physical disabilities. In order to address this challenge, Reynolds (2006) suggests the need for mainstream school to make necessary accommodations that can help to minimise mobility challenges faced by students with physical disabilities. Some studies have shown that the presence of wheelchair ramps, lifts, handrails, suitable furniture arrangement and other assistive facilities can help students with physical disabilities to move from one place to another with more ease (Jenkinson, 2012; Westwood, 2013). However, in cases where such facilities are missing, there is need for the school to make reasonable accommodations in order to minimise mobility difficulties faced by students with physical disabilities. For instance in John’s case, the school can provide a personal attendant to assist John to move from one place to another. For facilities such as the library and the computer lab that may be out of his reach, the school should avail the specific materials or resources that he requires in a location or setting that he can easily access (Stakes & Hornby, 2012; Westwood, 2013). The implementation of teacher training programs that equip teachers with relevant knowledge and skills on how to meet the needs of students with physical disability can also be used in this case as an intervention to facilitate John’s transition from primary school to secondary. Generally, teachers play a fundamental role in enhancing students’ school outcomes. Therefore, the role played by teachers is essential in ensuring that students with disability effectively adapt to their school environment and achieve quality learning outcomes. In a study carried out by Morley et al (2005), it was established that the quality of teacher training significantly influences the attitudes of teachers towards the inclusion of students with disability in mainstream schools. If teachers are not trained effectively, they could develop negative attitudes towards students with physical disabilities, this may in turn limit their ability and willingness to meet the learning needs of these students. Similarly, a study carried out by Sharma, Forlin & Loreman (2008) established that, effective teacher training on issues pertaining teaching children with physical disability can help to change teacher’s attitude and facilitate effective inclusion of students with physical activities in mainstream schools (Sharma et al, 2008). Therefore, in order for John to transition effectively, it is crucial for teachers at Lakeview high school to undergo specialised training that focuses on equipping them with relevant skills and knowledge on how they can effectively meet the learning needs of students with physical disabilities associated with cerebral palsy. Moreover, the use of student-centered teaching strategies as opposed to direct instruction can play a significant role in improving John’s learning outcomes. There is compelling evidence in literature that suggests that the use of student-centered approach in teaching can help to improve the learning outcomes of students with special learning needs such as John (Cornelius-White, 2007; McCombs & Miller, 2008). For instance, in a study carried out by Cornelius-White (2007), it was established that a leaner-centered approach to learning promotes holistic and optimal learning. Generally, a student-centered learning approach places students at the center of the learning process. Attention is shifted from the teacher to the learning needs of the students. This approach to teaching takes into account the social skills, intellect, personality and experiences of learners. It allows students to have control during the learning process and have a say in how they will learn and set the pace of their own learning. Moreover, using this approach learning is tailored to meet the specific learning needs of each student (Buzzetto-More, 2007; Doyle, 2011). Thus, the use of this teaching approach can accommodate John’s difficulties when it comes to registering long words and holding complex instructions. Adapted physical education is also another intervention that can be implemented so as to ensure that John effectively transitions to his new learning environment. According to Auxter et al. (2010), adopted physical education entails conducting a comprehensive assessment on a learner with physical disability and subsequently developing a suitable instructional physical education program that enhances the physical fitness and overall wellness of the learner. A number of studies have evaluated the efficacy of this intervention and have found that it increases participation of students with disability in sporting and extra-curricular activities (Kelly, 2011; Rimmer et al., 2004). Some studies have also found that adapted physical education promotes physical fitness and overall wellness of students with disabilities (Auxter et al, 2010; Winnick, 2011). In the case of John, using an adapted physical education program may involve assessing his interests , physical capabilities and limitations. Following the assessment, a number of physical activities are designed and specifically tailored to accommodate his disabilities while at the same time promoting physical fitness. For example, in the case of John, tennis can be incorporated in the physical education program. In order to accommodate John’s disability, this sport can be modified by using larger, lighter and brightly coloured balls, using longer and lighter racquets, slowing down the pace of the game, lowering the net and involving a peer assistant (PE Central, 2013). Lastly, in order to address challenges pertaining to John’s difficulties in social interaction, a peer-mediated intervention can be used. Basically, a peer-mediated intervention is a commonly used approach in special education where using prompting procedure peers are taught to interact and help each other to learn effective social skills or appropriate behaviour. Using this intervention, situations such as social plays or games are designed to encourage learners to interact, share ideas and learn about each others. In the course of these interactions, a trained facilitator helps learners to model and reinforce appropriate social skills (Zhang 2008). Studies carried out by Chang et al (2009) and Zhang (2008) have established that peer-mediated interventions are effective for enhancing social skills among young children with Autism spectrum disorders. Similarly, this intervention can be used to help John create a rapport and interact more with his peers. Conclusion Transitioning from one learning environment to another can be challenging especially for students with physical disabilities. This study has examined some of the key challenges that John, a student with a physical disability faces as he transitions from primary to secondary school. The findings of this study show that some of the key challenges that John faces revolve around; mobility, the teaching strategies used in the classroom, participation in physical education and social interactions with peers. In order to address these challenges, this paper recommends that John’s current school should make reasonable accommodations so as to minimise his mobility difficulties. Secondly, the school should initiate teacher training programs that equip teachers with relevant knowledge and skills on how to meet the needs of students with physical disabilities. Moreover, a peer-mediated intervention should be implemented and an adapted physical education program should be initiated so as to address challenges pertaining to social interactions and participation in physical education respectively. References Auxter, D, Pyfer, J, Zittel, L, & Roth, K. (Ed.). (2010). Principles and Methods of Adapted Physical Education and Recreation. New York, NY: McGraw-Hill. Buzzetto-More, N. A. (2007). Advanced principles of effective e-learning. Santa, Rosa: Informing science. Cornelius-White, J. (2007). “Learner-Centered Teacher –Student Relationships Are Effective: A Meta-Analysis”. 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