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