Physical/Sensory/Health PDF

Physical/Sensory/Health Definitions ​ IDEA Terminology:​ ○​ IDEA uses the term "other health impaired (OHI)" to refer to children with the most common physical conditions, including ADHD. ​ ADHD and IDEA vs. Section 504:​ ○​ Students with ADHD are educated under ID...

Physical/Sensory/Health Definitions ​ IDEA Terminology:​ ○​ IDEA uses the term "other health impaired (OHI)" to refer to children with the most common physical conditions, including ADHD. ​ ADHD and IDEA vs. Section 504:​ ○​ Students with ADHD are educated under IDEA if their ADHD significantly impacts their ability to learn and requires special education services. ○​ Alternatively, they may be educated under Section 504 if accommodations (e.g., extended testing time or reduced distractions) address their needs without requiring special education. ​ Dominant Disability in OHI:​ ○​ ADHD is the most commonly identified condition within the IDEA category of "other health impaired". Causes ​ Traumatic Brain Injuries (TBI): ○​ Known causes include: ​ Falls. ​ Vehicle-related collisions. ​ Sports injuries. ​ Physical abuse or assault. ​ Blasts or explosions (common in military service). Methods ​ Assessment and Inclusion of Students with Physical, Sensory, or Health Impairments:​ ○​ Use individualized assessments, functional evaluations, and collaboration among educators, parents, and specialists. ○​ Consider both academic and functional needs. ​ Acquiring Information for Students with Low Vision or Blindness:​ ○​ Use Braille, tactile graphics, audiobooks, screen readers, and magnification tools. Cerebral Palsy (CP) ​ Related Services for CP:​ ○​ Common services include: ​ Physical therapy. ​ Occupational therapy. ​ Speech therapy. ○​ These services address motor impairments and communication needs. ​ Determining Abilities in Non-Verbal Students:​ ○​ Use observation, alternative communication methods, and input from specialists to assess skills and abilities. ​ Assistive Technology for CP:​ ○​ Devices include communication boards, voice-output devices, adaptive keyboards, and wheelchairs. ​ Including Non-Verbal Students in the Classroom:​ ○​ Use assistive communication devices and visual aids. ○​ Modify lesson plans to include group activities that don’t rely on verbal communication.  ​ Alternative or Functional Curriculum:​ ○​ Focuses on life skills, self-care, and vocational training instead of traditional academics. Strategies for Specific Conditions ​ Post-Injury Sensitivity in Students with TBI:​ ○​ Reduce exposure to bright lights and loud noises. ○​ Allow for rest breaks and provide quiet areas in the classroom. ​ Universal Safety Procedures for HIV/AIDS:​ ○​ Follow universal precautions, including: ​ Wearing gloves when handling bodily fluids. ​ Washing hands frequently. ​ Disposing of sharp objects in designated containers. ​ Cleaning surfaces with disinfectants. Transition Issues ​ Transition for General Education and Work Preparation: ○​ Focus on teaching independent living skills and job readiness. ○​ Provide workplace accommodations and connect students to vocational rehabilitation services. Resources for Further Study ​ Heward, W., Alber-Morgan, S., & Konrad, M. (2022). Exceptional Children: An Introduction to Special Education (12th Ed.). Upper Saddle River, N.J.: Pearson.