Physical And / Or Health Impairments

Abstract

Physical impairment refers to any deficiency or physical defect that prevents or limits communication, interaction and enjoyment of our environment that essentially limits one or more of the activities and functions of life, includes seeing, hearing, speaking, walking, breathing, learning and work. It can present with mental retardation, without it or so mixed. In this sense it is extremely important not to get carried away with the physical aspect of the patient because it is often labeled as mentally retarded individuals and not always the case. Attention should be started from prevention if possible, through information campaigns and training of the general public in preparation for pregnancy and care of it. There is no justification now a pregnancy is the result of chance. The advent of a new being is something sublime and important and must be planned so as to be performed under the best conditions. We must actively involving parents and the same patient to treatment. A knowledgeable household and encouraged us to ensure the best results.

Physical And / Or Health Impairments

Introduction

Both the quality and fairness are fundamental principles in our educational reform, which posits the recognition of diversity, allowing the decentralization of the education system and addressing the individual, social, and cultural and student learning. Given this recognition of diversity emerges school integration, which is the process that enables the child to develop as a social life, in which the school provides the means and conditions to participate in all school activities and social. While school integration appears as an approach that is closer to an educational model for diversity, it presents problems in its operation to be perceived as essentially a system that benefits only to students with special educational needs and that only adds and changes enrichment in the social field. It should be added that the implementation of school integration, develops effectively implies profound changes in the curriculum, methodology and organization of schools, breaking with the traditional educational scheme that considers all students are equal and therefore all have to do the same at the same time. In addition there are doubts and negative attitudes towards the integration process, they have to do with the ignorance of the subject, lack of socialization and sensitivity to the issue, as the special educational needs remains a dilemma (Longmore, Paul, 2009). The fear of the unknown and not knowing how to confront and deal with differences are major obstacles in carrying out this process.

Many studies have shown that teachers' expectations regarding the performance of their students and the arguments put forward to explain the academic success or failure, determine the results of the students. Changes in the initial predisposition and attitudes of teachers towards diversity are essential to carry out the integration (Longmore, Paul, 2009). From this perspective, it is essential to advance the processes of attention to diversity, to provide teachers with conceptual and methodological tools that allow them to modify their previous schemes, symbolic representations, replacing the homogenizing vision of education ...