Special Education 547 Unit One - Part 1 Physical/Health Disabilities: Definitions and Impact on Education Kevin Anderson Minnesota State University Moorhead 2006
Dec 26, 2015
Special Education 547
Unit One - Part 1
Physical/Health Disabilities: Definitions and Impact on
EducationKevin Anderson
Minnesota State University Moorhead2006
P/HD Criteria
• Eligibility, referral, and assessment
• MN criteria guidelines
• Checklist
Current Educational Issues
• Identification criteria
• Entrance and exit criteria
Collaboration
• Role and responsibility
• Other teachers
• Support personnel
Historical Perspective
• Philosophical foundation of P/HD
• Legal basis of P/HD
Definitions
• Contemporary issues of P/HD
• Incidence of P/HD on quality of life
• High incidence disabilities
Developmental and Educational Implications
• Etiology
• Characteristics
• Classification
Curriculum
• Task analysis
• Environmental analysis
• Assistive technology
• Adaptations
IEP Development
• Monitoring
• Evaluation
• Recommendations
Assessment
• Formal and informal
• Tools and methods
• Data collection
Medical Collaboration
• School liaison
• Medical contacts
• Maintaining current information
• Ensuring health-related programming
• Reassuring and supporting teachers and aids
• Online training needs
Life Domains
• Pyschosocial domains
• Personal care and life skills
• Community and recreation needs
Health Implications
• Universal precautions
• Environmental issues
Transition
• Self-advocacy
• Transition across age-levels
• Post-secondary transition
Curricular Adaptations and Instruction
• Core curricular areas
• Adaptations
• Instruction
• Achievement
Unit 1 Physical/Health Disabilities
• Criteria
• Educational issues
• Collaboration
• Historical perspective
• Definitions
Teaching Students with Physical/Health Disabilities
• Curricular knowledge and strategies for instruction
• Knowledge of variety of disabling conditions and how they impact function
• Understand legal mandates
• Interact with variety of personnel
• Empathy when working with families
• Resource for general education teacher
• Advocates for students
• Promote self-advocacy
Critical Issues in P/HD
• Current educational issues Identification criteria Entrance and exit criteria
• Collaboration Role and responsibility Other teachers Support personnel
Educational Implications of Physical Impairments
• Limited physical strength and/or mobility causes difficulty with completion of tasks involving motor skills (fine and gross, visual motor, and motor planning)
• Accompanying neurological impairments may affect organization and work skills
Educational Implications of Physical Impairments
• Physical limitations,including impaired strength and endurance, cause difficulty managing tasks or materials in the classroom
• Combination of limited strength, endurance, and mobility may impact students ability to participate in academic tasks
Identification Criteria
• Medically diagnosed• Chronic condition• Physically impaired• Congenital or acquired condition• Adverse affect on physical or academic
function• Requires special education and related
services
Entrance/Exit Criteria
• Documentation of a medically diagnosed physical impairment• Documentation of educational implications related to physical
impairment Lack of organization or work skills Inability to manage motor-related classroom tasks Scores 1.0 standard deviations or more below the mean on
standardized achievement test• Teacher licensed in the area of Physically Impaired must be part
of the evaluation team
Educational Implications of Health Impairments
• Results in excessive absences From school due to illness or appointments From classroom due to procedures or
therapies
• Interferes in ability to manage materials, transitions, and participation in physical and recreational activities
Educational Implications of Health Impairments
• Poor endurance causes difficulty completing written assignments and requires frequent rest breaks
• Fatigue level causes difficulty staying on task and completing assignments
• Level of pain or discomfort impacts overall participation• Distractibility level interferes with attention in class,
initiating tasks, and remaining on task
Identification Criteria
• Limited strength, endurance, vitality, or alertness• Heightened or diminished alertness to
environmental stimuli• Medically diagnosed• Chronic or acute health conditions• Adverse affect on educational performance• Requires special education and related services
Entrance/Exit Criteria
• Documentation of health condition by a licensed physician• Adverse affect on ability to complete educational tasks within timely
manner, including three of the following: Excessive absenteeism Specialized healthcare procedures Impact of medication Limited physical strength and endurance Level of alertness impacted Impaired ability to manage or organize materials Difficulty following directions or completing tasks
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
Collaboration/Consultation
• Indirect services Progress reviews Cooperative planning Consultation Demonstration teaching Modifications and adaptations
• Environment• Curriculum• Materials and equipment
Monitor and observe
Collaboration/Consultation
• Direct services Provided by a teacher or related service
provider Related to instruction Cooperative learning Need determined by IEP team Based on student’s goals and objectives
Roles and Responsibilities of P/HD Teacher
• Direct service provider when deemed necessary by IEP team
• Indirect service provider
• Consultant to team members
• Liaison between medical community and educational setting
• Advocate for unique needs of students with physical and health impairments
Direct Service Providers
• May be other special education services providers LD, EBD teachers - if educational needs are primarily in learning
or behavior DCD teacher if students need require a more functional approach Specialist teachers if primary condition is in other area - vision or
D/HH teacher Related service providers - therapists providing mobility and
accommodations or social worker providing family support
Support Personnel
• Classroom paraprofessional Provided specific list of tasks that may require
assistance Training required for unique needs of
physically or health impaired Sensitivity to issues such as over-reliance
upon caregivers, health concerns, limited mobility, self-determination needs
Historical Perspectives
• Ancient civilizations
• Middle ages
• 1600’s
• Disability Rights Movement
Terminology
• World Health Organization (WHO) Impairment - presence of a specific condition Disability - related to the levels of performance
based on functional limitation; consequence to impairment; temporary or permanent
Handicap - value attached to a condition that departs from the norm
Federal Categories
• Orthopedic impairments
• Other health impairments
• Multiple disabilities
• Traumatic brain injury
Legal Mandates
• Rehabilitation Act - 1973• ECHA - 1975• Tech Act - 1988• ADA - 1990• Carl D. Perkins - 1990• IDEA - 1990• IDEA amendments - 1997
Issues
• Uniqueness
• Visibility
• Duration
• Accommodations
• Services
Educational Settings
• Array of services
• Challenges
• Teacher competencies
• Roles
• Resources