Physical and Health Disabilities

Educational Considerations

Program Planning

• Individual Education Plan

• Acquisition of the outcomes– Monitor– Evaluation– Recommendations

• Services

IEP

• Determine current level of performance across domains

• Identification of strengths and needs in regards to physical and health disabilities

• Identification of goals and objectives• Determining activities to support goals

and objectives• Making a plan to review progress• Listing necessary adaptations

Ensuring Acquisition of Outcomes

• Monitoring educational progress and progress towards special education goals

• Evaluation– Review/conduct formal assessments of

achievement - determine impact of disability– Review/conduct informal assessments,

including organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities

Ensuring Acquisition of Outcomes

• Recommendations– IEP process– General education teachers– Classroom supports– Special education providers– Related service providers– Collaboration with medical

community

Placement Decisions

• P/HD criteria– Eligibility, referral and assessment

– MN criteria guidelines

– P/HD eligibility checklist

• Service delivery

• Educational settings

Physically Impaired Criteria

• Documentation of a medically diagnosed physical impairment

• One of the following:– Need for special education supported by

lack of functional level in organization or independent work skills

– Need for special education supported by an inability to manage or complete motoric portions of classroom tasks

– Achievement deficit of 1.0 standard deviations or more below the mean

PI Criteria Checklist

• Diagnosis, name of physician making diagnosis, and date of initial diagnosis

• One of the following:– Lack of organization and independent work

skills as documented by 2 systematic observations by licensed teacher

– Inability to complete motoric portions of classroom tasks as documented by 2 systematic observations by licensed teacher

– Achievement deficit of 1.0 standard deviation or more below the mean

PI Referral and Assessment

• Referral for physical/health needs directed to P/HD teacher

• Coordination with other special education teachers and related service providers

• Determination of achievement deficits• Identification of classroom limitations• Review of medical files

Other Health Impaired Criteria

• Limited strength, endurance, vitality, heightened or diminished alertness due to chronic or acute health conditions

• Two parts– Medical diagnosis of chronic or acute

health condition– Adverse effect on educational

achievement and routine timelines

OHI Criteria Checklist

• Diagnosis, name of physician making diagnosis, and date of initial diagnosis

• Adverse effect on academic achievement, including three documentations

• Evaluation of academic achievement

OHI Referral and Assessment

• Standardized evaluation of achievement

• Systematic interviews• Systematic observations• Review of medical history and

other relevant records

Teacher Qualifications

• Scope of practice• Licensing requirements

– Bachelor degree– Standards for effective practice– Core skill requirements– Approved board of teaching program

• Subject matter standard• Continuing licensure• Licensed teacher of special education

Service Delivery

• Direct services– Provided by PI teacher or other

assigned special education teacher– Due to low-incidence of PI, teachers

may be itinerant• Indirect services

– Consultation to direct service providers– Reviews, planning, modifications,

adaptations

Settings

• General education classroom• More restrictive setting depending on

educational need• Placement with special education

teacher based on several factors– Similar needs– Transdisciplinary approach– Coordination of services– Access to needed supports