Spina Bifida

Spina Bifida is caused by the failure of some of the bones in the spine to fuse together causing

damage to the nerves controlling the lower body. A pupil with spina bifida will either be

paralysed or have reduced sensation in the upper/ lower part of the body. Reduced sensation in

the lower part of the body causes many of these pupils to be incontinent.

Pupils with spina bifida are in the broadly average range of intelligence and should be able to

cope with the normal curriculum although their rate of learning and progress may be slower than

their peer group.

The level of intelligence is not affected by spina bifida alone but may be affected by the

associated condition of hydrocephalus (water on the brain).

Difficulties

· poor comprehension often masked by fluent language

· poor ’listening’ memory

· visual perception / may have squint or tunnel vision

· poor hand – eye coordination

· fine motor skills / using scissors and other instruments / holding pencil / tying laces

· developing number concepts

· dealing with diagrammatic representation eg map reading

· spatial awareness / judging position and distance

· poor perception of movement and speed

· distractibility / limited concentration

· organising concrete materials and work

· remembering instructions / contributing, unprompted, to class discussions

· switching from one activity to another

· lack of initiative / easily frustrated

· scanning both horizontally and vertically / keeping place on page

· problem solving

· higher order reading skills

· periods of tiredness

Support Strategies

Ensure that

· teaching is broken down into small steps

· teaching uses a variety of different ways to present the same information

· oral instructions are backed up with written or pictorial reminders

· there are sufficient opportunities for revision/consolidation at each step

· concrete materials are available as long as is necessary

· pages are not too busy / cover up any redundant information

· maps and diagrams are simplified

· pupil is given adequate time to respond

· child is near and facing blackboard

· lighting is appropriate

· volume of written work is limited (use of a computer is helpful)

· pupil has alternative means for recording answers

· homework is practically based tasks where possible

· materials are stored at an accessible level

· classroom organisation allows for easy movement: wheelchair, crutches, zimmer frame

Additional information

· use of ICT can help in many areas; switch interfaces should be investigated

· a sloping book/writing board may be useful

· seek advice from relevant agencies eg physiotherapy and occupational therapy

· good home-school links are important

Recommended Reading

Kenward, H (1996) Spotlight on Special Educational Needs: Physical Disabilities, NASEN, Tamworth. ISBN 0906730 83 X

Web Sites

Association for Spina Bifida and Hydrocephalus www.asbah.org