# data[].attributes.body
How can we work to destigmatized illness as a disability?

# data[].attributes.attachment_link.readable_text
What are other health impairments?

IDEA defines other health impairments as "Other health impairmentmeans 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-

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child's educational performance."

What causes other health impairments?

There are multiple causes to the impairments that fall under other health impairments in the IDEA. Some causes are genetic, disease/health related, and problems during pregnancy and birth.

In the 2003-2004 school year the U.S. Department of Education reported that 452,045 students received special education services based on a classification of other heath impairments.

2-9% of all children are identified as having AD/HD.

Allow these students to have extra transition time.

Teach them different strategies and techniques for organizing their thoughts and belongings.

Give them extra time for finishing their assignments and tests.

Have them sit close to the teacher and away from distracting peers

Have a clear schedule of the day posted in their view.

National Dissemination Center for Children with Disabilities | www.nichcy.org

Adults, adolescents, and children with Attention-Deficit/Hyperactivity Disorder (CHADD) |

Information retrieved from National Dissemination Center for Children with Disabilities at www.nichcy.org and from Project Ideal at www.projectidealonline.org .

# data[].attributes.attachment_link.title
Other Health Impairments - Welcome to Ms. Lane's Class!

# data[].attributes.attachment_link.description
What are other health impairments? IDEA defines other health impairments as "Other health impairment means 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- (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance."

# data[].attributes.body
IDEA defines OHI as “...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— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s educational performance.”

(Sec 308)

# data[].attributes.body
Not being able to learn as well in an educational environment due to the shortened alertness of a medical condition. Many are unable to perform physically or academically with peers of the same age and grade level. They can often require instructional services or modifications to meet curricular expecations.

# data[].attributes.body
ADD/ADHD exhibits hyperactivity or inability to focus on task

Missing school frequently or for extended periods due to appointments and/or chronic illness

Having physical restrictions or needs

Not being able to perform or attend a certain task for the same length of time as peers

Having to leave class early to walk to the next class or to take medication at specific times

Side effects of medications can include increased thirst or drowsiness

Academic lags could mean missed work over long periods of time

# data[].attributes.body
Only about 1% of all students in school and 10% of students who receive services

# data[].attributes.headline
EBP Evidence Based Practices to support OHI Students: 

# data[].attributes.subject
EBP Evidence Based Practices to support OHI Students: 

# data[].attributes.body
Some of the more common and effective interventions include:  Peer -peer tutoring, task/instruction modifications, self-monitoring, strategy instruction, and homework focused interventions (Daley & Birchwood, 2009).

Task Instruction Modifications: include increased time on tasks, shortening tasks/assignments, or altering the delivery of instruction  (Pariseau et, al. 2010).  This also includes small groupings versus whole group instruction (Daley & Birchwood, 2009).

Contingency management:  students receive a reward upon specific behaviors. This could mean token reinforcement or point systems based on producing things like homework on time, sitting still, attendance records, and gain scores. Students can then use the tokens/points collected for a rewards like homework passes and other prizes (Hackenberg, 2009).

Strategy Instruction:  intervention that teaches process oriented control over learning.  Common strategies taught include organizing materials, note taking, and the proper use of sticky notes and highlighters (Boyle & Rivera, 2012).

Self-monitoring:  can take the form of checklists, contracts & organizers. Students are to establish goals and monitor their own progress  (Daley & Birchwood, 2009).

Peer Tutoring: Because students benefit from small groupings, peer tutoring is often used as an academic intervention. Instead of just working together, students are instructed and/or assisted by another student one-to-one (Daley & Birchwood, 2009).

# data[].attributes.headline
Students with OHI (Other Health Impairment) in: 

# data[].attributes.subject
Students with OHI (Other Health Impairment) in: 

# data[].attributes.body
Flexible time limits

Freedom to use the bathroom as needed

Freedom to take breaks

Reduced work load

Alternative assignments for extended absence

# data[].attributes.body
Legislation guarantees services inside and outside of school, whether that be homeschooling or getting in touch with hospitals for their policies on schooling.  You should actively participate in IEP meetings so you are clear on what the student needs specifically.

Interventions can include the school nurse and social worker for scheduled meetings and administering of medicine. It's important to collaborate with these professionals if a medical intervention is necessary during your class.

Frequent or extended absences can lead to social isolation. It's important to model an inclusive environment and non-judgmental attitude on these attendance records.

Less common impairments can include cancer or HIV and it's important to not mistake tiredness for laziness.

Modifications to the physical environment may be necessary to allow mobility

# data[].attributes.body
Project author Jacob Walek for definitions, prevalence rates and characteristics.

“Sec. 300.8 (c) (9).” Individuals with Disabilities Education Act, sites.ed.gov/idea/regs/b/a/300.8/c/9.

“NASET.org Home Page.” NASET News Alert RSS, 2 Oct. 2008, www.naset.org/index.php?id=2278.

https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/H.%20OTHER%20HEALTH%20IMPAIRMENT.pdf

Project author Casandra Hein for evidence based practices and accommodations for the general ed teacher

Boyle, J. R., & Rivera, T. Z. (2012). Note-taking techniques for students with disabilities: A systematic review of the research. Learning Disability Quarterly, 35(5), 131-143.

Bryant, D. P., Bryant, B. R., & Smith, D. D. (2020). TeachingStudents with Special Needs in Inclusive Classrooms 2 nd edition.  Thousand Oaks, CA: Sage Publishing.

Daley, D., & Birchwood, J. (2009). ADHD and academic performance: Why does ADHD Impact Academic Performance and What Can be Done to Support ADHD Children in the Classroom? Child: Care, Health and Development, 36(4), 455-464.

Hackenberg, T. D. (2009). Token Reinforcement: A Review and Analysis. Journal of the Experimental Analysis of Behavior, 91, 257-286.

Pariseau, M. E., Fabiano, G. A., Massetti, G. M., Hart, K. C., & Pelham, W. E. (2010). Extended Time on Academic Assignments: Does Increased Time Lead to Improved Performance for Children with Attention-Deficit/Hyperactivity Disorder? School Psychology Quarterly, 25(4), 236-248.