Physically or Otherwise Health Impaired (POHI)

Transcription

1 (POHI) General Description of Population A physical or other health impairment which adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contractures). 121a.5 (b) (6) Other health impaired means limited strength, vitality or alertness, due to chronic or acute health problems such as heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, which adversely affects a student's educational performance. 121a.5 (b) (7) Common Characteristics mild, moderate and severe physical needs perceptual problems distractibility needs assistance with problem solving poor fine motor coordination poor gross motor skills physical limitation of limbs in some cases, learning disabilities, common emotional difficulties, attention deficit disorders medical/health problems vision problems speech impairments mental impairments poor organization skills

2 Common Characteristics (continued) Mild 75 to 100 percent personally independent able to walk without appliances possibly one to three limbs involved mildly able to attend regular school environment with minimal support may have mild perceptual problems which will need classroom adjustments may observe some inability to organize works slower than most of class Moderate 50 to 90 percent personally independent able to walk but usually wears some type of appliance, either a brace or a splint may have more severity in lower extremities and one upper extremity spasticity or flaccidity is present perceptual problems may be present and will need remediation or adaptation in classroom organizational skills impaired fine motor problems apparent (written communication skills labored or slow) electronic equipment enhances performance Severe 100 percent dependent in daily living skills verbal/written output impaired wheelchair user poor to no hand function needs adaptive appliances to function needs supportive services for management of needs environmental adaptations necessary electronic equipment necessary for written/verbal output Instructional Strategies-General present material in small amounts use clear worksheets do not over clutter blackboards check knowledge through verbal responses sometimes assignments that require minimum lighting are helpful

3 Instructional Strategies-General (continued) dispel old fears of working with students with challenging conditions through self education be flexible and creative utilize support staff expect all you can don't pity modify assignments only as needed use dark lined dittos provide enough space for answers seat students in front provide peer tutors or helpers arrange room to accommodate student's equipment look at alternatives for excessive writing facilitate cooperative learning situations set reasonable expectations clarify why the POHI student is being mainstreamed promote neatness establish good channels of communication within the building mark or circle correct answers on worksheets works better than filling in blanks provide repetition give visual focus break all tasks into small parts provide extra time for assignments assist with organization of materials and lesson reduce homework amount taking into consideration students physical ability to complete it in a timely fashion Mild reduce work loads/ volume of work required utilize equipment that may be needed for his/her efficiency; large print, proper pencil, typewriter or computer suggest the student carry a calendar/pad for organizing needed notes/schedules provide possible extra study opportunity to catch up on needed assignments

4 Instructional Strategies-Moderate Moderate may need special pencil or handwriting device fine motor problems may require some assistance, such as putting on outer clothing and toileting write clearly on the blackboard place student for visual access to blackboard use clipboards to control paper use notebooks instructions should be clear and concise be cautious about using time limits Severe use typewriters and/or computers use communication devices use tape recorders provide unlimited time to perform provide support for toileting technical help when adapting classroom environment help with proper positioning adaptations to textbook; such as large print* positioning textbook; bookstand devise some method of carrying books/materials give uncluttered presentation of materials provide repetition Additional Instructional Considerations maintain a communication link with all individuals involved with the student parent(s), doctors, instructional assistants, therapists, special and general education teachers to assure appropriate and coordinated instruction agree on a schedule for support staff services that minimally infringes on basic instruction make appropriate arrangements to accommodate the student's schedule in 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

5 Behavioral Strategies expect students to reach all classroom goals make classroom rules appropriate make adaptations for physical management not for behavioral expectation do not become over-protective promote student independence and responsibility for own behavior provide positive reinforcement establish behavior management programs provide verbal repetition/description communicate with students to encourage their sharing feelings Support Staff Internist Neurologist Occupational Therapist Orthopedic Surgeon Pediatrician Physical Therapist School Nurse Teacher Assistants Teacher Consultant Teacher Consultant for POHI Teacher Consultant for Visual Impaired Teacher of POHI Teacher of Speech and Language Impaired Primary Resource of Information taken from: Vocational Study of Physically or Otherwise Health Impaired Post Graduate Students Who Attended Lansing School District Program Between By Ruby Frazier, O.T.R. Western Michigan University 1987.