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K1: Awareness of the historical origins, parameters, and current issues related to the classification of Other Health Disabilities.

K2: Awareness of the definitions and characteristics of the primary disabilities included in the OHD category (including acquired brain injury, asthma, bronchopulmonary dysplasia, burns, cancer, cardiovascular disorder, Crohn's disease, cystic fibrosis, diabetes mellitus, juvenile rheumatoid arthritis, lead poisoning, migraines, neurofibromatosis, primary immune deficiency, sickle cell disease, sleep disorders, and ADHD).

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2aR

Special Education Options for Students with OHD

Picture of a student leaning against his locker in the hallway. Minnesota Rule 3525 and the federal Individuals with Disabilities Education Act (IDEA) help school districts determine educational options for students who qualify for special education services under the OHD category. Options include:

General Education with a wide range of supports provided in the classroom setting, including accommodations, an individualized health plan, and communication between parents and teachers.
504 Plan (Section 504 of the Rehabilitation Law of 1973): Students receive some form of accommodation.
- Physical accommodations include air conditioners, ramps, door handles, chairs, seating arrangements, classroom location, writing tools, etc.
- Instructional accommodations may include shortened assignments, extended time to finish assignments, homework modifications, assistance with developing organizational skills, and monitoring work completion.
- Related aids and service accommodations such as transportation and health services may also be provided as an accommodation.
Special Education: A service for students who meet the eligibility criteria in one of the 13 disability categories, each of which has its own criteria. The disabling condition must adversely affect the student’s educational performance and must require specially designed instruction in order for him/her to make progress in the general education program. If a special education referral is deemed appropriate, then the student’s team will review pre-referral information and intervention strategies. The team will also complete a notice of the evaluation plan. The evaluation must be multidisciplinary, nondiscriminatory, and at no cost to the parents.
Homebound/Hospital Bound Services: When health issues result in a student’s inability to attend school, homebound/hospital bound services may be initiated. When a student is receiving homebound or hospital bound services, academic needs are addressed by the student’s educational team. If the student receives special education services, the IEP may need to be changed to include curriculum modifications or accommodations needed so the student can meet graduation standards, fulfill graduation requirements, and ultimately earn a diploma. A student’s health condition cannot prevent access to earning credits or attaining a diploma.

Each school district and educational team should evaluate and assess the needs of the student, determine eligibility and appropriate service options, and implement the student’s educational plan with ongoing reviews and revisions. These services are to be provided at no cost to the parents of the student.

References

Minnesota Department of Education. (2007). Other Health Disabilities Companion Manual (Draft). St. Paul: Author. Retrieved March 29, 2007, from http://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Publication/001683.pdf