Q.1 Describe the Education Implications and Remedial Methods in the educational process of Physically Handicapped Children. (20)
A more complete construct of the spectrum of disability after critical illness is needed to identify different strata of disability, their discrete risk factors, and detailed patient and family-centered outcomes to inform decision making before, during, and after a severe critical illness. These comprehensive data do not exist and are crucial given that they will temper expectation, inform health care planning, and constitute the basis for future educational programs after critical illness.
Promotion of self-efficacy:
Education and the promotion of self-efficacy are the cornerstones of all successful rehabilitation programs. In the current context of critical illness and the knowledge that we create populations of patients with varying degrees of disability, some of whom have complex care requirements or need very specific interventions (e.g., job retraining or support for graduated return to work), the insights gleaned from other established rehabilitation programs are invaluable resources and models for future care practice.
These include insights from pulmonary, cardiac, stroke, and geriatric educational programs. Pulmonary educational programs, specifically those involving early targeted education of high-risk groups with chronic obstructive pulmonary disease (COPD) and asthma, have illustrated the efficacy of standardized application of international programs that have improved outcomes through education about the path physiology of the disease and the rationale behind monitoring and treatment.
Cardiac programs have emphasized education in secondary prevention after cardiac illness and the incorporation of a healthful diet and exercise as therapeutic lifestyle therapies and crucial adjuncts to ongoing pharmacological treatment. The stroke literature has exploited the importance of risk stratification to target high-risk “bands” of patients for focused education and rehabilitation. The geriatric literature has underscored the value of a multidisciplinary approach linking education on physical and cognitive sequelae with stratification based on specific age-related physical risks, including coexistent sarcopenia (muscle loss) and frailty. Each of these tenets may provide essential insights as we build our knowledge of the spectrum of post-ICU physical disability and learn to risk stratify, target educational programs to high-risk groups, focus exercise intervention to those at greatest physical risk and with appropriate reserve and resilience, and encourage ongoing physical activity after the completion of formal rehabilitation programs for vulnerable muscles, nerves, and brains as a form of secondary prevention.
Condition affecting mobility:
A physical disability is usually the result of a condition affecting mobility or upper limb disorders or motor co-ordination in terms of fine and gross motor skills, diagnosed by a consultant, which has an impact on lifestyle, work, movement and independence etc. For some children with physical disabilities, potential barriers to learning and participation may need to be identified and additional arrangements and support will be needed to overcome these. Provides advice to home and school regarding accessing the curriculum and developing functional communication skills. Provides programmes to develop speech and language, and support education staff in the development of high and low-tech augmentative methods of communication. Assesses and provides advice on eating, drinking and swallowing. The Teacher Adviser for Physical Disability has a varied role dependent on the needs of the individual child, working in partnership with parents/careers, professionals and voluntary agencies to ensure pupils with physical disabilities are supported appropriately within their educational setting.