Other+Health+Impaired

===__IDEA’s Definition of OHI __ === Before we launch into more about how to access those services, let’s look at how IDEA defines “other health impairment.” That definition, in combination with a state’s policies, is a very important factor in whether or not a child is found eligible for services. IDEA states that: (i) 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 (ii) Adversely affects a child’s educational performance. [§300.8(c)(9)]
 * //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— **

What’s immediately clear from this definition is that there are **quite a few disabilities** and disorders that fall under the umbrella of “other health impairment.” And those disabilities are //very// different from one another. This makes it difficult for us to summarize “other health impairment” and connect you with more information and guidance on the subject. //From [|NICHCY.org] // Attention-Defecit Hyperactivity Disorder: //From LD Online: ADHD Basics// The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional. Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD. All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom. According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), there are three patterns of behavior that indicate ADHD. People with ADHD may show several signs of being consistently inattentive. They may have a pattern of being hyperactive and impulsive far more than others of their age. Or they may show all three types of behavior. This means that there are three subtypes of ADHD recognized by professionals. These are the predominantly hyperactive-impulsive type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADD – an outdated term for this entire disorder; and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).

There are three primary subtypes of ADHD, each associated with different symptoms.

ADHD—Primarily Inattentive Type:

 * Fails to give close attention to details or makes careless mistakes
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Has difficulty sustaining attention
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Does not appear to listen
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Struggles to follow through on instructions
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Has difficulty with organization
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Avoids or dislikes tasks requiring sustained mental effort
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Is easily distracted
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Is forgetful in daily activities

<span style="color: #0066cc; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif';">ADHD—Primarily Hyperactive/Impulsive Type:

 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Fidgets with hands or feet or squirms in chair
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Has difficulty remaining seated
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Runs around or climbs excessively
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Has difficulty engaging in activities quietly
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Acts as if driven by a motor
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Talks excessively
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Blurts out answers before questions have been completed
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Has difficulty waiting or taking turns
 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Interrupts or intrudes upon others

<span style="color: #0066cc; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif';">ADHD—Combined Type:

 * <span style="color: black; font-family: 'Lucida Grande','Lucida Sans Unicode','Trebuchet MS',Verdana,Arial,'sans serif'; font-size: 12px;">Meets both inattentive and hyperactive/impulsive criteria

<span style="color: #008dcc; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">[|Teens and ADHD] //Special considerations for teens with ADHD// <span style="background-color: initial; color: #008dcc; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">[|Boys and Girls and ADHD] //Symptoms of ADHD can look different in boys and girls//.

<span style="background-color: #f7f79c; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Executive Functions: Umbrella term for neurologically-based skills involving mental control and self-regulation Overlapping set of skills
 * 1) **Inhibition** - The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive."
 * 2) **Shift** - The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation.
 * 3) **Emotional Control** - The ability to modulate emotional responses by bringing rational thought to bear on feelings.
 * 4) **Initiation** - The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies.
 * 5) **Working memory** - The capacity to hold information in mind for the purpose of completing a task.
 * 6) **Planning/Organization** - The ability to manage current and future- oriented task demands.
 * 7) **Organization of Materials** - The ability to impose order on work, play, and storage spaces.
 * 8) **Self-Monitoring** - The ability to monitor one's own performance and to measure it against some standard of what is needed or expected.