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Physical and Health Disabilities

Physical and Health Disabilities. Educational Considerations. Program Planning. Individual Education Plan Acquisition of the outcomes Monitor Evaluation Recommendations Services. IEP. Determine current level of performance across domains

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Physical and Health Disabilities

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  1. Physical and Health Disabilities Educational Considerations

  2. Program Planning • Individual Education Plan • Acquisition of the outcomes • Monitor • Evaluation • Recommendations • Services

  3. IEP • Determine current level of performance across domains • Identification of strengths and needs in regards to physical and health disabilities • Identification of goals and objectives • Determining activities to support goals and objectives • Making a plan to review progress • Listing necessary adaptations

  4. Ensuring Acquisition of Outcomes • Monitoring educational progress and progress towards special education goals • Evaluation • Review/conduct formal assessments of achievement - determine impact of disability • Review/conduct informal assessments, including organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities

  5. Ensuring Acquisition of Outcomes • Recommendations • IEP process • General education teachers • Classroom supports • Special education providers • Related service providers • Collaboration with medical community

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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

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

  13. 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

  14. 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

  15. 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

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