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 students 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
• 1600s
• 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