Physical and Health Disabilities

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