This category essentially covers any other impairment that has not already been mentioned, but does negatively affect one's academic performance. Anything autoimmune diseases, chronic illnesses are all included in this category, if they negatively affect one's academic perofrmance.
"Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or attention deficit hyperactivity disorder or Tourette’s Syndrome, which adversely affects a student's educational performance."
General Information:
Varies greatly from student to student
Some students do not qualify under IDEA, but do under Section 504 of the Vocational Rehabilitation Act
Characteristics of Other Health Impairments:
ADHD
Difficulty following directions and focusing
Talks continuiusly
Frequently fidgets
Muscular Dystrophy
Weakens and progressively destroys muscle tone
Children age 10-14 lose their ability to walk
Limbs are easily dislocated
Epilepsy
Seizure
Vary in duration, frequency, onset, associated movement, and causes
Arthritis
Muscles and joints are affected
Painful
Severely impede mobility
Asthma and Allergies
Asthma
Breathing difficulties due to sensitivity to airborns particles
Exacerbated during exercise
Allergies
Elements in the environment causes allergic reactions
Reactions can range in severity and causes
Diabetes
Monitor dietary needs
Learn warning signs of diabetic shock
Fetal Alcohol Syndrome (FAS)
Neurological damage caused by mother consuming alcohol during pregnancy
Acquired Immune Defiency Syndrome (AIDS)
Caused by HIV
Coexisting characteristics are common
Developmental delay
Cognitive disabilities
Adaptations for Students with Other Health Impairments:
Monitor medical conditions
Know if students take medications at school
Ensure that students take medications on time
Record any unusual behavior and report it to parents and medical professionals
Plan for fatigue
Duplicate sets of books for home and school
Schedule in rest breaks
Have a plan in place for physical breaks
Plan for seizures
Have a plan in place for other students
Know what to do for a student who is having a seizure
Establish emergency procedures
Plan emergency procedures and practice them frequently
Assign a buddy or two to a student with an orthopedic impairment to aid in an emergency situation
Moving and positioning students
Have proper training to move students
Ensure they are comfortable
Adapt to Physical Environment:
Make sure aisles are clear for any mobility aids
Keep isles clear
Adapt Instructional Materials:
Get to know your students and what skills they may need assistance with (ie fine motor skills, gross motor skills)
Fine motor adaptations:
Tongue depressers to help turn pages
Enlarged pencil grips
Gross motor adaptations:
Book stands
Adapt Instruction:
Extra reading, studying, and instructional support when needed
Provide sufficient wait times
Assign peer assistants to work with students to be a more active participant
Adapt Assessment Methods:
Schedule tests with another adult to read test items and record answers
The story of Stephen Hawking and his gradual deterioration from ALS.
He faced a lot of obstacles, most literal like stairs, no ramps, few elevators.
He also had a hard time communicating as he deteriorated more and more.
West Ridge Elementary School (Greece CSD)
One of my pre-kindergarden students had diabetes. UPK was a half day program and I was always there in the afternoon for arrival and lunch in the classroom. He would always eat lunch before getting to school and would have to wait for the nurse to check his levels before eating a snack. There were a few times where he ate what he needed to eat but later started to crash or spike and had to sit out for a while untl the nurse could come check on him.
Marion Elementary School (Marion Central School District)
One of my student had tourettes. At the end of the previous school year, their symptoms were at a point where their and their peers' safety was in jepordy. Because of this they came in one hour a day for one on one tutoring. Over the summer, medications were introduced and adjusted and lots of progress was made. That makes the beginning of the year a lot for the student, including being in a classroom with twelve peers full time. There was a lot happening with this student and it was constant adaption of standards and assignments to help them succeed.
N/A
Why does TBI have it's own category, but not any of these diagnoses?
Do "other health impairments" always have to have a doctor's diagnosis to get and IEP?