(a) Definition.

1. (1) "Orthopedic impairment" means a severe orthopedic impairment that adversely affects a child's educational performance.

2. (2) The term includes impairments:

   1. (A) Caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.);
   2. (B) Caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.); and
   3. (C) From other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(b) Possible referral characteristics.

1. (1) The referral characteristics for the student with an orthopedic impairment fall more into the area of physical characteristics.
2. (2) These may include paralysis, unsteady gait, poor muscle control, loss of limb, etc.
3. (3) An orthopedic impairment may also impede speech production and the expressive language of the child.

4. (4) It is important to note that appropriate seating/positioning of the child is of primary consideration for effective:

   1. (A) Screening;
   2. (B) Evaluation; and
   3. (C) Instruction.

(c) Screening information.

1. (1) Required:

   1. (A) Hearing; and
   2. (B) Vision.

2. (2) Recommended:

   1. (A) Formal (not applicable); and
   2. (B) Informal:

(i) Observation; and

1. (ii) Checklists.

   1. (d) Required evaluation data.
2. (1) Social history.
3. (2) Individual intelligence (one (1) required).
4. (3) Individual achievement (one (1) required).
5. (4) Adaptive behavior (one (1) required).

6. (5)

   1. (A) Communicative abilities (required as indicated below).
   2. (B) A comprehensive language screening measure is required.

   3. (C) Screening instruments must:

      1. (i) Be established and validated for such use; and
      2. (ii) Assess areas of receptive and expressive language.
   4. (D) These instruments cannot be a single-word vocabulary measure only.
   5. (E) Review of social, educational, and communication history and/or classroom observation of communicative abilities should also be utilized.
   6. (F) If the student fails the screening or if language is identified as a problem area, a diagnostic measure is required.
   7. (G) If communicative abilities cannot be determined through standardized measures, alternative assessment measures must be utilized.

7. (6) Other.

   1. (A) Learning processes (Required. Each area of suspected deficit must be assessed.):

      1. (i) Visual perception;
      2. (ii) Auditory perception; and
      3. (iii) Perceptual-motor development.

   2. (B) Medical (required):

      1. (i) Physical examination; and
      2. (ii) Specialized, if indicated.

(e) Optional evaluation data:

1. (1) Functional skills assessment; and
2. (2) Vocational assessment.

(f) Evaluation data analysis.

1. (1) To be eligible for special education and related services as a student with an orthopedic impairment, the following must be present:

   1. (A) A written statement from a physician establishing the type of orthopedic impairment; and
   2. (B) An adverse effect on educational performance that is a direct result of the orthopedic impairment and is not a result of architectural barriers, and the corresponding need for special education and related services.

2. (2)

   1. (A) Once an orthopedic impairment has been identified, any barriers to the student's access to education must be eliminated.
   2. (B) Many times an adverse effect on educational performance will not be present once the barriers have been eliminated.
3. (3) Evaluation data should be analyzed further to determine if learning, communicative, behavioral, perceptual, and/or motor problems exist that may require intervention.

(g) Programming considerations.

1. (1) Programming may need to address such things as:

   1. (A) Communication skills;
   2. (B) Academic skills;
   3. (C) Perceptual and/or motor functioning;
   4. (D) Behavior; and
   5. (E) Self-sufficiency.

2. (2)

   1. (A) The need for augmentative/alternative communication systems and/or assistive technology must be considered when designing the student's program.
   2. (B) Refer to 6 CAR §§ 130-204, 130-205, and 130-508 regarding assistive technology in 6 CAR pt. 130, Procedural Requirements and Program Standards.

3. (3)

   1. (A) The student with an orthopedic impairment must be given the opportunity to participate in physical education.

   2. (B) Such a program may include:

      1. (i) Regular or special physical education;
      2. (ii) Adaptive physical education;
      3. (iii) Movement education; and/or
      4. (iv) Motor development.