Our highly trained Orthopedic Impairment (OI) staff assists educators and school teams in fostering student independence and ensuring students have access to their educational environment. The OI team is trans-disciplinary including a physical therapist, an assistive technology practitioner, and speech-language pathologists specialized in augmentative and alternative communication (AAC). Services include:
- Consultation regarding best practice in positioning and mobility
- Loaning of motor equipment, including on-site consultation with our PT
- Training and coaching in the safe and appropriate use of equipment
- Technical assistance for evaluation and eligibility determination under Orthopedic Impairment
Do you have a question about the equipment checkout process and item availability? Email Tammy Penkert or call 503-916-5570 extension 78355.
Do you have a question about specific student, fitting and equipment selection, OI services, or want to request consultative support from our team? Contact our AC/AT team.
To read more about Orthopedic Impairment Education Services in Oregon, visit the Oregon Department of Education OI services page and the Regional and Statewide Services for Students with Orthopedic Impairments (RSOI) site.
CRP Student Equipment Training Module (required as of August 28 for those checking out student equipment from CRP)
Orthopedic Impairment services are integrated with Assistive Technology services, including augmentative and alternative communication (AAC). To learn more about AT and AAC staff and services, visit the Assistive Technology homepage.
Understanding Orthopedic Impairment
How is Orthopedic Impairment defined?
Means a motor disability that adversely affects the child's educational performance. The term includes impairments caused by an anomaly, disease or other conditions (e.g., cerebral palsy, spinal bifida, muscular dystrophy or traumatic injury).
To meet eligibility criteria in Oregon, a student must meet all of the following minimum criteria: (a) the student has a motor impairment that results in deficits in the quality, speed or accuracy of movement. These deficits must be documented by a score of two or more standard deviations below the mean in fine motor skills, gross motor skills, or self-help skills, or functional deficits in at least two of these three motor areas; and (b) the student's condition is permanent or is expected to last for more than 60 calendar days.
The eligibility team must also determine that the student's disability has an adverse impact on the child's educational performance and the student needs special education services as a result of the disability.How is Orthopedic Impairment identified?
If a student is suspected of having an orthopedic impairment, the evaluation must include (a) medical or health assessment statement indicating a diagnosis of an orthopedic or neuromotor impairment or a description of the motor impairment; and (b) motor assessment. A standardized motor assessment, including the areas of fine motor, gross motor and self-help, when appropriate, by a specialist knowledgeable about orthopedic or neuromotor development.
Additional assessments are conducted as necessary to determine the impact of the suspected disability. Finally, the team must determine that the student's disability has an adverse impact on either educational performance for a school-age student or upon developmental progress for a preschool child.