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K4: Awareness of the pre-referral, referral, and placement process used for identifying and serving students with Other Health Disabilities.

K7: Understanding of basic assistive and health technology used to support students with OHD.

S2: Demonstrate the ability to adapt, modify, or structure the environment to accommodate the diverse needs of students with OHD.

S3: Demonstrates the ability to modify instructional methods as needed by students with OHD (including selecting, adapting, and using specialized materials and instructional strategies to maximize learning) in accordance with the Individualized Education Program.


Picture of a group of students in a computer lab.Introduction

Core Competency Area Three: Assessment, Diagnosis, and Evaluation lists the rules, regulations, processes, policies, and procedures that outline how students qualify for special education services. If you have not already gone through Core Competency Area Three, you may want to review its units and lessons before beginning this unit.

When students with health conditions are considered for special education, the student’s educational team must document how the condition has a negative affect on his/her academic progress. The health condition must be linked to the student’s lack of progress in order for the student to qualify for special education under the OHD category. The team should also consider other special educational categories as it evaluates and assess the needs of the student.

This unit will provide basic information about how students with health conditions are served through special education under the OHD category. You will become familiar with the referral, assessment, and placement process as you work through the lessons in this unit.

Unit Objectives

Upon completion of this unit, you will be able to:

  • Describe how students with health conditions qualify for special education under the OHD category.
  • Describe how an Individualized Educational Program is developed for students with health conditions.
  • Describe additional considerations that need to be a part of the special education assessment process for students with health conditions.
  • Discuss the role the paraprofessional plays in helping students use assistive and health technologies.
  • Discuss the role the paraprofessional plays in modifying and adapting the classroom environment and instruction for students with OHD.


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

A portion of the information for this unit is used with permission from:

Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation. Minneapolis: University of Minnesota. Retrieved March 29, 2007, from http://ici2.umn.edu/elink/general/c3_units.html
 

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