MN Low Incidence Regional Directors “Need to Know” Quick Reference Documents about Low Incidence Disabilities • Assistive Technology • Autism Spectrum Disorder • Blind Visually Impaired • Deafblind • Deaf/Hard-of-Hearing • Developmental Adapted Physical Education • Developmental Cognitive Disabilities MM & SP • Other Health Disabilities • Physical Health Disability • Traumatic Brain Injury This resource is made possible (in whole or in part) with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grant M N R e g i o n a l L o w I n c i d e n c e P r o j e c t s 7E 7E 3 2 1 4 7W 7W 10 1 0 0 1 1 0 0 1 9 8 6E 6E 6W 6W 5 11 11
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MN Low Incidence
Regional Directors “Need to Know” Quick Reference Documents about Low Incidence Disabilities • Assistive Technology • Autism Spectrum Disorder • Blind Visually Impaired • Deafblind • Deaf/Hard-of-Hearing • Developmental Adapted Physical Education • Developmental Cognitive Disabilities MM & SP • Other Health Disabilities • Physical Health Disability • Traumatic Brain Injury
This resource is made possible (in whole or in part) with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grant
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Autism (ASD): Talking Points
Identification
● Early Identification and access to services is critical
● Autism Navigator
● ASD Resource Guide for Assessment
● First Words Project
● Medical vs. Educational Classifications
● Help Me Grow
● ASD is a categorical area applicable to Part C and Part B
● LOCAL IEIC teams: Referrals intake forms
Evaluation
● ASD Resource Guide for Assessment
● Required team members (ECSE Teacher or Licensed ASD Teacher or ABS
Teacher, depending on the specific situation)
● Gold Standard Evaluation Tools and other evaluation tools
● Comprehensive evaluations
● Multi-disciplinary practices in Evaluation
● Building capacity to evaluate the whole child including tools that lead to
comprehensive programing
● Developmental Histories
Program Planning
● Evidence Based Practices
○ National Professional Development Center on Autism Spectrum
Early Hearing and Detection Intervention (EHDI) “Assessment/Outcomes Reporting”: http://www.mnlowincidenceprojects.org/ehdiAssessment.html
Program Planning: Early Hearing Detection and Intervention (EHDI) Teams are in place regionally to assist with Birth to Three Deaf and Hard of Hearing Infants and toddlers. For more information on how to connect to these teams, contact: Kathy Anderson [email protected] RLIF and EHDI teams list http://bit.ly/2gplR2d EHDI page http://www.mnlowincidenceprojects.org/ehdi.html ● Teachers of the D/HH are trained to evaluate and provide appropriate services to DHH
students.
● Communication options: http://bit.ly/2vHjFIQ
● Placement options- see the PARC documents on the right side of the MDE DHH website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/
● Strategic Instruction Model (SIM) http://kucrl.org/sim/
● Reading Research http://bit.ly/2wfsmh0
● Mentorship is available for Teachers of the DHH thru MDE. Contact: Rebecca Jackson
● Making a Plan for Your Child; IFSP Considerations for Children who are Deaf and Hard of Hearing https://www.cdc.gov/ncbddd/hearingloss/freematerials/planforyourchild.pdf
● “Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing” http://bit.ly/2wfVV1T
Resources:
Language and Communication Focused IEP’s for Deaf and Hard of Hearing Learners-A
Discussion Guide. http://bit.ly/2xvegGZ
Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students
with Hearing Loss- Karen Anderson and Kathy Arnoldi
30 Million Words: Building a Child’s Brain- Dana Suskind
The Mentors Companion – Patty Gordon and Mari Magler
1. Interpreters for the Deaf may be needed. Minnesota has school requirements for interpreters.
https://www.revisor.mn.gov/statutes/?id=122A.31
2. Speech is a related service. There is no requirement for an evaluation but best practices
deems it.
3. Educational Audiologist should evaluate the environment and hearing in school.
4. Placement/Access is critical – important to provide full access to the curriculum language,
captioning, FM Systems…
Administrators "Need to Know" for Deaf and Hard of Hearing: 1. There are 2 licenses for teachers of the DHH. One license serves all DHH students and the
other license allows the TDHH only to work with oral students.
o Teacher of the Deaf and Hard of Hearing http://bit.ly/2vpG6Hk
o Teacher of Oral/Aural https://www.revisor.mn.gov/statutes/?id=122A.28
o Child Count Trends:
2. The paperwork for the Interpreter processes (2 year provisional and extension) are found on
the MDE website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/
3. There is a State Deaf and Hard of Hearing Community of Practice that meets 4X year. Regions
have meetings for DHH teachers too. A low incidence plan for DHH is developed yearly
4. There is a website for all interested in DHH. Contact Mary to apply.
MN Rule Eligibility for Physically Impaired https://www.revisor.mn.gov/rules/?id=3525.1337
Meeting the Needs of Students with Physical Impairments: A Resource Manual for MN Educators (2011) http://bit.ly/2A05YIP
Meeting the Needs of Students with Physical Impairments: http://bit.ly/2gvuI6e
Meeting the Needs of Children with Physical Impairments in Early Childhood/Special Education Settings http://bit.ly/2gpKpIh
Developmental Delays vs Categorical Disability Comparison: Birth to Age 7 DD, P/HD, OHD, TBI, SMI http://bit.ly/2wpxkI8
Evaluation
Guidelines for Identifying Students under Severely Multiply Impaired (DCD/Severe-Profound & PI) http://bit.ly/2evoFxU
MN Rule 3525.2350 Multi-Disciplinary Team Teaching Models: Requires P/HD teacher to participate in student evaluation and IEP if the student is being considered for eligibility or currently receives services under PI category
Critical Components of an Evaluation for Students with Physical Impairments http://bit.ly/2wtXk3x
Tools for Evaluating Students with Physical Impairments: http://www.mnlowincidenceprojects.org/piStudentEvaluation.html
Program Planning
History and Overview of Physically Impaired Services in MN Schools http://bit.ly/2eLEu05
Disability Information Documents: http://bit.ly/2evJvgr
Transition Planning for Students with Physical Impairments http://bit.ly/2vy56fm
Other Activities
Tuition Support for P/HD Teachers: http://www.mnlowincidenceprojects.org/ts.html#forms
Statewide P/HD Community of Practice meets 3 times a year and is accessible via remote technology; 1-2 Greater MN representatives per region: http://bit.ly/2gvDv83
Statewide P/HD Mailing List is open to practitioners or administrators: http://bit.ly/2B7stvF
Statewide P/HD Wiki: An online interactive site for sharing professional resources: http://bit.ly/2iAabLE
Administrators "Need to Know" for Physically Impaired
Pre-intervention strategies are not required for students with physical impairments
A licensed P/HD teacher is required to participate in the evaluation and IEP of a student being considered for or served under the category of Physically Impaired
In addition to physicians, documentation of a medically diagnosed physical impairment can also be provided by licensed health care providers such as advanced practice registered nurses (APRNs) and physician assistants, whose scope of practice includes diagnosing patients
Moorhead State University Minnesota (MSUM) is the only MN Institution of Higher Education (IHE) that offers coursework for P/HD licensure
The role of a P/HD teacher is typically itinerant, and generally includes consultation to the school team and indirect services to the student
P/HD teachers may be the best local district or regional resource for students identified as having a TBI or chronic/acute health conditions
TBI Modules for Educators & Paraprofessionals (developed in collaboration with Infinitec): http://www.mnlowincidenceprojects.org/tbiTechnicalTrainingMaterials.html
Webinar for School Nurses: Concussion 101: http://bit.ly/2hFswpQ
Administrators "Need to Know" for Traumatic Brain Injury
There is no specific teacher licensure in the area of TBI. However, there are specific identified competencies for school TBI specialists, and it is strongly recommended that these specialists be involved in student evaluations and serve as an IEP team member for students who qualify under the TBI category. Physical/Health Disabilities (P/HD) teachers occasionally serve in this capacity, and may serve as a point of first contact in a district. Regional representatives on the Statewide Educational TBI Community of Practice or your regional low incidence facilitator (RLIF) may also serve as a useful contact. http://www.mnlowincidenceprojects.org/tbiRegionalStatewideSupport.html
Hamline University has the only stand-alone TBI certificate program in the U.S., and has built this 12 credit online graduate program upon nationally identified professional competencies for school TBI specialists, assisting educators with gaining the knowledge and skills required to meet the needs of these complex students. http://www.hamline.edu/education/certificates/tbi/
Medical documentation from a physician is required as part of the eligibility process when considering the category of TBI, as outlined in MN State TBI Criteria. https://www.revisor.mn.gov/rules/?id=3525.1348
An acquired non-traumatic brain injury (stroke, tumors, near drowning, encephalitis, etc.) does not meet the state and federal definition for the TBI category; a school team should consider eligibility under another category that best reflects the student’s educational needs. For more information, refer to the TBI Manual, pp.119-122. http://www.mnlowincidenceprojects.org/tbi_manual_2013.html
Very few nationally normed/standardized assessment tools are designed specifically for children/youth with TBI, which has resulted in collaborative and innovative evidence-based methods to identify educational needs and measure student progress. For more information, refer to the TBI Manual, pp. 78-110. (See link above.)
Recognition of concussion and the associated risks with chronic impairment in learning and overall functioning for some children and teens continues to be a growing concern, particularly for those in youth sports. http://www.mnlowincidenceprojects.org/tbiConcussion.html
Shaken Baby Syndrome is now included in the broader category of Abusive Head Trauma, and continues to be recognized as a TBI (nationwide incidence of 1,000-1,500 per year). https://www.shakenbaby.org/