Definition: Other Health Impairment

1. Definition: Other Health Impairment Other health impairment (OHI) means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that: • is due to a chronic or acute health problem e.g., as acquired immune deficiency syndrome, asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, or tuberculosis; and • adversely affects a child’s educational performance. 34 CFR 300.8 (c) (9) 707 KAR 1:280 Section 1 (42) KRS 157.200 (1) (b)

2. Definition: A Chronic or Acute Health Problem includes a non-exhaustive list that covers health problems such as acquired immune deficiency disease, asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome and tuberculosis. 34 C.F.R. 300.8 (a) (9) 707 KAR 1:280 Section 1 (42)

3. OHI means having limited: STRENGTH VITALITY ALERTNESS

4. Definition: Limited Strength includes the endurance of fine and gross motor skills and activities including trunk control, slouching, and the maintenance of posture. It may also include how the student’s emotional stamina and how the student deals with stress or pain.

5. Definition: Limited Vitality includes physical and mental endurance (duration, intensity, and frequency over time) in an activity as measured by work completion; time on task; and the number of times the student took a break.

6. OHI • * Chronic condition - develops slowly and has long-lasting symptoms • * Acute condition - develops quickly and symptoms are intense but last for a relatively short period of time

7. Sickle Cell Disease • Most common inherited blood disease in USA. 80,000 Americans have this disease • 1 in 500 African Americans • 1/1000 – 1,400 Hispanic Americans have disease. • Lifespan has increased from 20 to 50 years • May suffer from depression or anxiety

8. Symptoms • primary symptoms anemia; periodic pains • Pain triggers (4) • Extreme heat of cold • Poor diet • Not enough liquids • Lack of sleep • Performs well in school • Long sickle cells cause blood clots and pain

9. Epilepsy • a condition characterized by seizures cause by unregulated electric discharges in the brain • students can have two types of seizures generalized or partial • for seizures type, characteristics first aid, possibility of injury see figure 11-1 • what triggers seizures? Extreme stress, fatigue, infections, disease, bright lights, certain sounds, and odors. • some students have academic challenges and can be misidentified as having AD/HD.

10. Asthma • less air passes out of lungs • students have inhaled triggers cause it such as: exercise, dust, chalk, stress, mold, and pollens • Most prevalent chronic illness of children • Symptoms maybe mild or life threatening • Asthma symptoms can adversely affect school performance

11. Leading cause of school absenteeism • Increasing among African Americans and women • Students have trouble exhaling not inhaling • On average teacher have two students with asthma in each classroom. • Managing episodes in an essential first – aid skill for teachers

12. Cancer • ruthlessly indiscriminate, attaching children and adults. • 9,100 children under age or 15 were diagnosed with cancer (2002) • cancer in the primary cause of death by disease in children of this age group • child has a 72 to 92 % likelihood of five-year survival, depending on the site of the cancer. • the cure rate is 60% (for childhood cancer)

13. treatments • chemotherapy children respond well because several type specially affect growing cells • surgery • radiation therapy • combination • side effect (chemotherapy) • nausea • loss of hair • lower white cell count, increasing possibilities of infections • more than half of students with cancer have leukemia or brain tumors, Leukemia survivors may develop difficulty with writing and concentration

14. Diabetes • genetics or following a viral infections • juvenile Type I diagnosed between age 10 and 16 • students do not think of themselves as disabled. May try to hide it, but teachers need to know in case of emergency. • Hyperglycemia – too much sugar • symptoms : hunger, fatigue, blurred vision excessive thirst & Urination • treatment – insulin

15. Hypoglycemia not enough sugar • symptoms : dizzy, sweaty, shaky, nervous, headaches, blurred vision, Also change in behavior: outgoing withdrawn treatment (sugar) fruit juice, milk, soda • could go into convulsion – no liquid call for medical assistance. • lower IQ possible (especially with boys)

16. HIV Human Immunodeficiency Virus • attacks immune system. Gradually infects and eventually destroys T4 and other immune cells that protects the body from disease. • HIV is found in certain body fluids, can be spread through blood, semen, vaginal fluid, breast milk, and fluids containing blood. • HIV is passed from person to person thought sexual contact and blood to blood, sharing needles or injections equipment

17. 3 distinct phases of HIV • students is asymptomatic and feels healthy • minor symptoms such as fever, fatigue, increase as immune system weakens • AIDS acquired immunodeficiency disease occurs when students has 1 or more infections and a T4 count below 200 • symptoms include : seizures, memory lapses, impaired vision, blindness, weight loss and in a child, loss of cognitive abilities

18. HIV cannot be contracted through saliva feces, nasal secretions, sweat, tears, urine, or vomit, unless blood is present • Among teens sexual contact largest cause • Females more likely than males • African American highest risk of HIV transmission (17x more likely) • 64% adolescent aids were African American (2002) • Hispanic American are second highest

19. Types of ADHD • Primarily Inattentive • Primarily Hyperactive-Impulsive • Combined Type

20. Look For: Primarily Inattentive: • Makes careless mistakes • Has trouble sustaining attention • Seems not to listen • Has difficulty following directions • Disorganized • Losses things • Forgetful Primarily Hyperactive-Impulsive: • Fidgets or squirms frequently • Often runs, climbs and is restless • Has difficulty working or playing quietly • Always seems on the go • Talks excessively • Blurts out answers before question is finished • Difficulty waiting turn • Interrupts others

21. Eligibility Guidelines forOther Health Impaired KAR 1:300 §3(2)(3)

22. Eligibility (cont.) Adverse Affect: the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. KAR 1:280 §1(2)

23. Eligibility (cont.) Exclusionary Clause: The student is not eligible for services if the ARC determines: • A lack of instruction in reading • A lack of instruction in math • The student is limited English proficient • The student child does not meet eligibility criteria KAR 1:280 §1(2)

24. Eligibility (cont.) KAR 1:300 §3(2)(3)

25. Evaluation Planning Form KAR 1:300 §3(2)(3)

26. Develop the Evaluation Plan Based on referral information & eligibility requirements, determine additional information needed • Determine needed areas of evaluation; • Determine types of personnel to complete evaluation components; • Target specific areas for observation; • Determine the need for Assistive Technology Evaluation; and • Determine the need for modifications to evaluation procedure(s).

27. Develop the Evaluation Plan Small Group Activity Determining Needed Evaluation Plan Components

28. Evaluation Planning Form Medical Statement KAR 1:300 §3(2)(3)

29. Evaluation Planning Form (cont.) KAR 1:300 §3(2)(3)

30. Evaluation Planning Form (cont.) KAR 1:300 §3(2)(3)