Other Health Impairments

According to the Individuals with Disabilities Education Act (IDEA) of 2004, a student can qualify for special education services under the coding of “Other Health Impairment” (OHI), defined 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:

• 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
• Adversely affects a child's educational performance.

A student who qualifies under OHI is not limited to the aforementioned medical conditions. If the student has a medical condition that is documented and it adversely affects their educational performance, then they can qualify for services.

There are additional conditions that the IDEA does not specifically mention, but a student could receive services for.

How can teachers help in the classroom/lab setting?

This designation will not help you understand the types of supports the student will need. The student’s case manager should contact you to let you know if the student has problems that are physical and impact learning, difficulty dealing with specific types of stimuli in the environment (loud sounds, bright lights, background noise, and specific textures) which will dictate how you will need to respond in the classroom. Look at the specific areas the student needs help in to determine how you may need to make your lessons more accessible.

In general, a student with an OHI can function on the same academic level as their peers, however with their medical condition; the learning process can be more difficult tough due to prolonged absences, frequent need for nursing services, and other related services.

Here are some supports that you can provide a student with an OHI while in your classroom:

• Check knowledge through verbal responses.
• Modify assignments only as needed.
• Arrange room to accommodate students’ equipment.
• Look at alternatives for excessive writing.
• Mark or circle correct answers on worksheets rather than filling in blanks.
• Break tasks into small parts.
• Assist with organization of materials and lesson.
• Reduce homework amount, taking into consideration students’ physical ability to complete it in a timely fashion.
• Maintain a communication link with all individuals involved with the student – parent(s), doctors, instructional assistant, therapists, special and general education teachers – to assure appropriate and coordinated instruction.
• Make appropriate arrangements to accommodate the student’s schedule with regards to personal needs – catheterization, availability of instructional assistant or nurse, and toileting with dignity, i.e., private and as independent as possible.
• Have a clear understanding of the medication needs of the student, type of medication, when it is administered, who administers it, and its effect on the student.

Additional Resources

National Dissemination Center for Children with Disabilities