Special Education 547

1. Special Education 547 Unit One - Part 1 Physical/Health Disabilities: Definitions and Impact on Education Kevin Anderson Minnesota State University Moorhead 2006

2. P/HD Criteria • Eligibility, referral, and assessment • MN criteria guidelines • Checklist

3. Current Educational Issues • Identification criteria • Entrance and exit criteria

4. Collaboration • Role and responsibility • Other teachers • Support personnel

5. Historical Perspective • Philosophical foundation of P/HD • Legal basis of P/HD

6. Definitions • Contemporary issues of P/HD • Incidence of P/HD on quality of life • High incidence disabilities

7. Developmental and Educational Implications • Etiology • Characteristics • Classification

8. Curriculum • Task analysis • Environmental analysis • Assistive technology • Adaptations

9. IEP Development • Monitoring • Evaluation • Recommendations

10. Assessment • Formal and informal • Tools and methods • Data collection

11. Medical Collaboration • School liaison • Medical contacts • Maintaining current information • Ensuring health-related programming • Reassuring and supporting teachers and aids • Online training needs

12. Life Domains • Pyschosocial domains • Personal care and life skills • Community and recreation needs

13. Health Implications • Universal precautions • Environmental issues

14. Transition • Self-advocacy • Transition across age-levels • Post-secondary transition

15. Curricular Adaptations and Instruction • Core curricular areas • Adaptations • Instruction • Achievement

16. Unit 1 Physical/Health Disabilities • Criteria • Educational issues • Collaboration • Historical perspective • Definitions

17. 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

18. Critical Issues in P/HD • Current educational issues • Identification criteria • Entrance and exit criteria • Collaboration • Role and responsibility • Other teachers • Support personnel

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. Placement Decisions • P/HD criteria • Eligibility, referral and assessment • MN criteria guidelines • P/HD eligibility checklist • Service delivery • Educational settings

28. 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

29. 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

30. 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

31. 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

32. 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

33. OHI Referral and Assessment • Standardized evaluation of achievement • Systematic interviews • Systematic observations • Review of medical history and other relevant records

34. 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

35. 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

36. 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

37. Collaboration/Consultation • Indirect services • Progress reviews • Cooperative planning • Consultation • Demonstration teaching • Modifications and adaptations • Environment • Curriculum • Materials and equipment • Monitor and observe

38. 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

39. 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

40. 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

41. 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

42. Historical Perspectives • Ancient civilizations • Middle ages • 1600’s • Disability Rights Movement

43. 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

44. Federal Categories • Orthopedic impairments • Other health impairments • Multiple disabilities • Traumatic brain injury

45. Legal Mandates • Rehabilitation Act - 1973 • ECHA - 1975 • Tech Act - 1988 • ADA - 1990 • Carl D. Perkins - 1990 • IDEA - 1990 • IDEA amendments - 1997

46. Issues • Uniqueness • Visibility • Duration • Accommodations • Services

47. Educational Settings • Array of services • Challenges • Teacher competencies • Roles • Resources