Other Health Impairment
1. Definition
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 is due to chronic or acute health problems such as asthma, Attention Deficit Hyperactivity Disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia; and Tourette’s Syndrome that adversely affects a child’s educational performance.
A child is ―Other Health Impaired‖ who has chronic or acute health problems that require specially designed instruction due to:
(1) impaired organizational or work skills;
(2) inability to manage or complete tasks;
(3) excessive health related absenteeism; or
(4) medications that affect cognitive functioning.
2. Evaluation
The characteristics as identified in the Other Health Impairment Definition are present.
Evaluation Procedures
Evaluation of Other Health Impairment shall include the following:
a. The evaluation report used for initial eligibility shall be current within one year and include the following:
(1) an evaluation from a licensed health services provider* that includes:
(a) medical assessment and documentation of the student’ s health;
(b) any diagnoses and prognoses of the child’s health impairments;
(c) information, as applicable, regarding medications; and
(d) special health care procedures, special diet and/or activity restrictions.
*TCA and the Board of Examiners in Psychology clearly give health services provider designated psychologists the legal and ethical authority to assess, diagnose, and treat ADHD. A psychological evaluation does not replace the need for a medical evaluation as described in (1) (a).
(2) a comprehensive psycho-educational assessment which includes measures that document the student’s educational performance in the following areas:
(a) pre-academics or academic skills,
(b) adaptive behavior,
(c) social/emotional development,
(d) motor skills,
(e) communication skills, and
(f) cognitive ability.
Disability Eligibility Standards 20
b. documentation, including observation and/or assessment, of how Other Health Impairment adversely impacts the child’s educational performance in his/her learning environment.
Evaluation Participants
Information shall be gathered from the following persons in the evaluation of Other Health Impairment:
(1) the parent;
(2) the child’s general education classroom teacher;
(3) a licensed special education teacher;
(4) a licensed medical health services provider (such as licensed physician, physician’s assistant or nurse practitioner);
(5) a licensed school psychologist, licensed psychological examiner, licensed senior psychological examiner, or licensed psychologist; and
(6) other professional personnel as indicated.
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 is due to chronic or acute health problems such as asthma, Attention Deficit Hyperactivity Disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia; and Tourette’s Syndrome that adversely affects a child’s educational performance.
A child is ―Other Health Impaired‖ who has chronic or acute health problems that require specially designed instruction due to:
(1) impaired organizational or work skills;
(2) inability to manage or complete tasks;
(3) excessive health related absenteeism; or
(4) medications that affect cognitive functioning.
2. Evaluation
The characteristics as identified in the Other Health Impairment Definition are present.
Evaluation Procedures
Evaluation of Other Health Impairment shall include the following:
a. The evaluation report used for initial eligibility shall be current within one year and include the following:
(1) an evaluation from a licensed health services provider* that includes:
(a) medical assessment and documentation of the student’ s health;
(b) any diagnoses and prognoses of the child’s health impairments;
(c) information, as applicable, regarding medications; and
(d) special health care procedures, special diet and/or activity restrictions.
*TCA and the Board of Examiners in Psychology clearly give health services provider designated psychologists the legal and ethical authority to assess, diagnose, and treat ADHD. A psychological evaluation does not replace the need for a medical evaluation as described in (1) (a).
(2) a comprehensive psycho-educational assessment which includes measures that document the student’s educational performance in the following areas:
(a) pre-academics or academic skills,
(b) adaptive behavior,
(c) social/emotional development,
(d) motor skills,
(e) communication skills, and
(f) cognitive ability.
Disability Eligibility Standards 20
b. documentation, including observation and/or assessment, of how Other Health Impairment adversely impacts the child’s educational performance in his/her learning environment.
Evaluation Participants
Information shall be gathered from the following persons in the evaluation of Other Health Impairment:
(1) the parent;
(2) the child’s general education classroom teacher;
(3) a licensed special education teacher;
(4) a licensed medical health services provider (such as licensed physician, physician’s assistant or nurse practitioner);
(5) a licensed school psychologist, licensed psychological examiner, licensed senior psychological examiner, or licensed psychologist; and
(6) other professional personnel as indicated.