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MN Low Incidence
Regional Directors “Need to Know” Quick Reference Documents about Low Incidence Disabilities • Assistive Technology • Autism Spectrum Disorder • Blind Visually Impaired • Deafblind • Deaf/Hard-of-Hearing • Developmental Adapted Physical Education • Developmental Cognitive Disabilities MM & SP • Other Health Disabilities • Physical Health Disability • Traumatic Brain Injury
This resource is made possible (in whole or in part) with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grant
MN
Regi
onal Low Incidence Projects
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Autism (ASD): Talking Points
Identification
● Early Identification and access to services is critical
● Autism Navigator
● ASD Resource Guide for Assessment
● First Words Project
● Medical vs. Educational Classifications
● Help Me Grow
● ASD is a categorical area applicable to Part C and Part B
● LOCAL IEIC teams: Referrals intake forms
Evaluation
● ASD Resource Guide for Assessment
● Required team members (ECSE Teacher or Licensed ASD Teacher or ABS
Teacher, depending on the specific situation)
● Gold Standard Evaluation Tools and other evaluation tools
● Comprehensive evaluations
● Multi-disciplinary practices in Evaluation
● Building capacity to evaluate the whole child including tools that lead to
comprehensive programing
● Developmental Histories
Program Planning
● Evidence Based Practices
○ National Professional Development Center on Autism Spectrum
Disorders (NPDC)
○ Autism Internet Modules (AIM)
6/21/18 3:15 PM
Autism (ASD): Talking Points
Program Planning continued
● Evidence Based Practices
● Examples of EBP Interventions
● Quality Indicators for ASD Program Planning
Additional Resources
● Minnesota Educational Resource Guide (brochure)
● ASD Communities of Practice (State & Regional)
● National Early Childhood Technical Assistance Center
● Minnesota Department of Health - ASD
Advocacy Agencies
● Autism Society of Minnesota: AUSM
● Autism Society of America
● Autism Speaks
Administrators "Need to Know" for Autism Spectrum Disorder
● ASD License (K-12)
● ECSE licensed teacher is the licensed teacher for ASD prior to Kindergarten
● ABS Teacher (for students with mild to moderate needs related to ASD)
● Ensure teachers/staff using EBPs
● Paras need to be trained with specific ASD strategies
● Quality indicators for teacher evaluation (Appendices)
● 3 areas of impairment in educational criteria
● DSM-V Criteria
● The Minnesota Mentor Program
● High Comorbidity with other disabilities
● Support Early Identification of students with ASD
6/21/18 3:15 PM
Autism (ASD): Talking Points
“RLIF / LIS Need to Know”
● Evidence Based Practices
● Direct Teaching, Pivotal Response Training, and Functional Routines
● Coaching infrastructure for ASD / STAR
● Jim Knight webinars recorded fall 2016
MN Autism Spectrum Disorder Child Count Trend for ASD
Reference Websites:
● MN Low Incidence Project ASD
● MN Department of Education ASD
Statewide Specialist:
Tami Childs, Statewide ASD Specialist
MN Low Incidence Projects, Metro ECSU
2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112
612.638.1519 [email protected]
1,000
3,000
5,000
7,000
9,000
11,000
13,000
15,000
17,000
19,000
21,000
2010 2011 2012 2013 2014 2015 2016 2017
14,646 15,378 15,967 16,603 17,067 17,647 18,483
19,486
Autism Spectrum Disorder Childcount
6/21/18 3:40 PM
Assistive Technology: Talking Points
Identification & Definition
IDEA Part B
o Assistive Technology Device https://bit.ly/2qz0Irn (34 C.F.R. § 300.05)
o Assistive Technology Service https://bit.ly/2H34UXp (34 C.F.R. § 300.06)
o Consideration of Assistive Technology https://bit.ly/2JLR0KY for every IEP (34 C.F.R. § 300.324)
IDEA Part C
o Assistive Technology for Early Childhood https://bit.ly/2HAZjsu (34 C.F.R. § 303.13 (b))
o Early Childhood AT OSEP (Office of Specail Education Programs) Clarification Letter https://bit.ly/2IZL0gr
Evaluation (Consideration)
Student, Environment, Task & Tools Framework (SETT) https://bit.ly/2H6KWze
Program Planning
Special Education Assistive Technology Legislative Report https://bit.ly/2GVWcdf
Third Party Billing for Assistive Technology https://bit.ly/2qAtmbp
Resources
AbleData: Tools and Technologies to Enhance Life https://bit.ly/2H30zaJ
Assistive Technology Internet Modules https://bit.ly/1p7rLlP
Assistive Technology: Talking Points
Baby Power: A Guide for Families Using Assistive Technology with Their Infants and Toddlers https://bit.ly/2qzL2E8
IRIS Center Assistive Technology Modules https://bit.ly/2IXl1pP
Minnesota Assistive Technology Listserv https://bit.ly/2vj8v23
Minnesota Star (System of Technology to Achieve Results) Program https://bit.ly/2qAx7P2
Tools for Your Future https://bit.ly/2IZelI0
Quality Indicators for Assistive Technology https://www.qiat.org/
Advocacy Agencies
ARC Minnesota https://arcminnesota.org
PACER (Parent Advocacy Center for Educational Rights) Center https://bit.ly/1p7rLlP
Partners in Policy Making® http://www.partnersinpolicymaking.com/
United Ceberal Palsy (UCP) http://www.ucp.org/
MDE Specialist:
Kursten Dubbels ([email protected])
Assistive Technology (AT) and Universal Design for Learning (UDL) Specialist
NIMAC (National Instructional Materials Access Center) State Coordinator
Minnesota Department of Education
1500 Highway 36 West
Roseville, Minnesota 55113
(651) 582-8562
Reference Websites:
Assistive Technology Minnesota Department of Education
https://bit.ly/2H6iQQt
6/20/18 8:00 PM
Blind / Visually Impaired: Talking Points
Identification
● MN Eligibility Requirements: Visually Impaired: https://bitly.im/P5JJN
● Explanation of Blind/Visually Impaired Eligibility: https://bitly.im/PCiwq
● MN Teacher of Special Education: Blind or Visually Impaired License Requirements
https://www.revisor.mn.gov/rules?id=8710.5100&keyword_type=all&keyword=blind+eligibilit
y+education
Evaluation
● Steps in a Functional Vision Evaluation: https://bitly.im/PCiwq
● Learning Media Assessment (LMA): http://www.pathstoliteracy.org/learning-media-
assessment
● Orientation & Mobility Overview: https://bitly.im/CyXgv
Program Planning
● Students who are Blind/Visually Impaired Legislative Report: https://bitly.im/PCiwq
● Expanded Core Curriculum (ECC): http://www.tsbvi.edu/seehear/winter01/core.htm
● State Services for the Blind (SSB) Higher Education Transition Resources:https://bitly.im/it0KQ
● MDE Orientation and Mobility Q & A: https://bitly.im/QgLUG
TBVI & COMS “Welcome Packet”: Unified English Braille (UEB) Resources, MN Specific
Procedures posted on the BVI electronic list for all MN TBVI: https://bitly.im/PCiwq
Other Activities
● Tuition Support for Licensure in BVI through the low incidence grant $200 per credit for core
courses and practicum Link to BVI Tuition Support Application
● Statewide Vision Community of Practice meets 4 times a year (3 are accessible via long
distance connection)
● MN Teachers of the Blind/Visually Impaired Electronic Mailing List:
http://mailmanlists.us/mailman/listinfo/mn.bvi
● MN Orientation & Mobility Specialists (MOMS) Electronic Mailing List:
http://mailmanlists.us/mailman/listinfo/mn.moms
● MN Braillists Electronic Mailing List: http://mailmanlists.us/mailman/listinfo/mn.braillists
MDE Recruitment and Retention: http://education.state.mn.us/MDE/dse/sped/recr/index.htm
● Minnesota Mentorship Program: http://www.mnlowincidenceprojects.org/pm.html
Additional Resources
● MN State Academy for the Blind: http://msab.msa.state.mn.us/
● MN Resource Libraries: http://bit.ly/2j8PLcr
Advocacy Agencies
● Minnesota Division on Vision Impairments MDVI Newsletters:
https://sites.google.com/site/tbviupdates/mdvi-newsletters
● American Council of the Blind of MN: http://www.acb.org/minnesota/
6/20/18 8:00 PM
Blind / Visually Impaired: Talking Points ● National Federation of the Blind of MN: http://members.tcq.net/nfbmn/
● PACER Center: http://www.pacer.org/
Administrators "Need to Know" for BVI
● BVI Program Planning Resources included in the addendum of the Students who are
Blind/Visually Impaired Legislative Report: http://bit.ly/2jHMDrM
● There are currently no MN Institutes of Higher Education offering licensure programs in
Blind/Visually Impaired or Orientation & Mobility. Out of State Licensing Resources:
http://education.state.mn.us/MDE/lic/out/
● MDE “BVI Welcome Packet” for TBVI and COMS in Minnesota:
http://education.state.mn.us/MDE/dse/sped/cat/bvi/057428
Districts are responsible for providing accessible educational materials (AEM) to all students
in a timely manner: http://education.state.mn.us/MDE/dse/sped/mat/
Participating districts can request audio and braille transcription services through the State
Services for the Blind (SSB) Communications Center as indicated in the annual SPED
assurances. The MDE Interagency Agreement for transcription does not cover non-
published material (all requests for braille transcription must have an ISBN number.)
Districts should follow the “Guidance for Purchases of Learning Materials” for all new
material procurements: http://education.state.mn.us/MDE/dse/sped/mat/004148
Texas School for the Blind / Visually Impaired Administrators Toolbox: http://www.tsbvi.edu/tb
“RLIF / LIS Need to Know” for 16-17
● BVI Child Count Trends:
http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE070636&
RevisionSelectionMethod=latestReleased&Rendition=primary
● MDE “BVI Welcome Packet” for TBVI and COMS in Minnesota:
http://education.state.mn.us/MDE/dse/sped/cat/bvi/057428
MDE Specialist:
Kristin Oien, Specialist for the Blind / Visually Impaired: [email protected]
MDE, 1500 Hwy 36 West Roseville, MN 55113 (651) 582-8843
Reference Websites:
MN Dept. of Education BVI: http://education.state.mn.us/MDE/dse/sped/cat/bvi/
100
200
300
400
500
600
2010 2011 2012 2013 2014 2015 2016 2017
415 435 442 460 460 467 489 503
Blind / Visually Impaired Childcount
6/20/18 8:02 PM
Developmental Adapted Physical Education
(DAPE): Talking Points
Identification
MN Rule Eligibility Criteria for DAPE Service: https://www.revisor.mn.gov/rules/?id=3525.1352
Evaluation
MN DAPE website: http://www.mndape.org/home.html
MN Rule 3525.1352: https://www.revisor.mn.gov/rules/?id=3525.1352
MN Rule 3525.1351, Early Intervention Services ages 3-5:
https://www.revisor.mn.gov/rules/?id=3525.1351
Program Planning
MN DAPE Operational Guide: http://www.mndape.org/operational-guide.html
Administrators "Need to Know" for DAPE
Two pre-referral interventions are required before a student may be evaluated for DAPE
Service.
A DAPE evaluation must be part of a comprehensive evaluation.
Every categorical disability area except Speech only can qualify for DAPE Service, Early
Childhood ages 3-5 (ECSE) can qualify for DAPE service.
If a student qualifies for DAPE Service, the DAPE teacher and Building team including the
parent will determine the level of service (direct or indirect) that meets LRE for the student.
A licensed DAPE teacher is required to be part of any student evaluation that a team has
concerns for the student’s independent participation in general education PE due to deficits in
Physical, Cognitive, Behavioral, Communication areas.
Minnesota Colleges and Universities that offer a DAPE Licensure program are: Minnesota
State - Mankato; Winona State University, Minnesota State University Moorhead (MSUM);
Southwest State University - Marshall; Bethel University - Twin Cities.
The job of a DAPE teacher is varied from district to district: Many DAPE teachers are itinerant
and can be full or part time, some are shared positions as the DAPE teacher also fills the role
as a general education PE teacher in the building(s) they teach in.
Child Count Trends:
No Data available - because DAPE although a Special Education Service is not a categorical
disability.
Reference Websites:
● www.mndape.org
Contact Information:
Rich Burke, Statewide DAPE Specialist, MN Low Incidence Projects
2408 County Rd. 10
Mounds View, MN 55112
651-621-6182 (office) [email protected] (preferred contact)
6/20/18 10:46 PM
DeafBlind: Talking Points
Identification
● MN Rule Eligibility For DeafBlind https://www.revisor.leg.state.mn.us/rules?id=3525.1327
● Must meet criteria in both Deaf/Hard of Hearing and Blind/Visually Impaired
● Medically documented vision and hearing loss required OR
● Must meet requirements in “pupils at risk” (See MN Rule)
Evaluation
● Evaluations as stated for D/HH and B/VI with appropriate accommodations for combined
hearing and vision loss
● Communication Matrix https://www.communicationmatrix.org
● Dimensions of Communications http://documents.nationaldb.org/products/dimensions-of-
communication.pdf
● Callier-Azuza https://utdallas.edu/calliercenter/evaluation-and-treatment/azusa-
scale/documents/AzusaScaleOrderForm.pdf
● Home Talk for Parents http://documents.nationaldb.org//HomeTalk.pdf
Program Planning
The Minnesota DeafBlind Project is a federally funded program through OSEP to provide free
technical assistance to families, teachers and other school staff. The DB Project provides information
and resources around strategies and techniques to serve children and youth who are deafblind. The
DeafBlind Community of Practice, which is supported through the Minnesota Low Incidence Project
grant, is composed of teachers in each region of the state who have been trained in a variety of areas
related to deafblindness. Each region has two DeafBlind Toolkits consisting of a multitude of best
practice manuals, evaluation tools and videos to support teachers who have students who are
deafblind in their classroom or on their caseload. For more information about the Minnesota
DeafBlind Project or the DeafBlind Community of Practice contact: Cathy Lyle
[email protected] 612-638-1526
Other Activities
● “Understanding DeafBlindness and the Role of the Intervener” workshop for parents,
administrators and school staff who are interested in an introduction to deafblindness. This is a
one day, free workshop offered annually during the third week of August. It is co-sponsored by
the Minnesota DeafBlind Project and Northeast Metro School District 916. To register follow
this link:
http://www.metroecsu.org/Registration/Events
● Six weekend Intervener training Series for paraprofessionals. The Minnesota Low Incidence
Project and the MN DB Project sponsor a six weekend training series for paraprofessionals
and teams working with students who are deafblind. For more information or to register for this
training series, contact Cathy Lyle [email protected]
6/20/18 10:46 PM
● Open Hands Open Access (OHOA) online learning modules in deafblindness. This is a
series of 27 online learning modules intended for interveners, parents and teachers who are
seeking in depth information about deafblindness. Each module takes 4-6 hours to complete
and is hosted by two facilitators. Participants can earn CEUs and ACVREP credits are
available.
Administrators "Need to Know" for DeafBlind
● A licensed teacher in both Deaf/Hard of Hearing and Blind/Visually Impaired is required to
participate in the evaluation and IEP of a student being considered for or served under the
category of DeafBlind. There is no licensure in the area of deafblindness.
● Since deafblindness is an access disability; access to environment, people, things and to the
general education curriculum, the services of an intervener are often needed as determined by
the special education team.
● Accommodations and modifications for students who are Deaf/Hard of Hearing or
Blind/Visually Impaired are often not enough for a student who is deafblind. Deafblindness is a
unique disability requiring specific accommodations and modifications to meet the needs of a
combined vision and hearing loss.
Child Count Trends:
Statewide Specialist:
Cathy Lyle, Statewide Deafblind Specialist
MN Low Incidence Projects, Metro ECSU
2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112
612.638.1526 [email protected]
10
30
50
70
90
110
2010 2011 2012 2013 2014 2015 2016 2017
70 67 63 70 69 83
94 103
Deafblind Childcount
6/20/18 6:23 pm
Developmental Cognitive Disabiities (DCD M-M & S-P):
Talking Points
Identification
● Promising Practices DCD Assessment & Identification Guidelines:
http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName
=004336&RevisionSelectionMethod=latestReleased&Rendition=primary
Student Evaluation & Formative Assessments
● 4 Blocks Assessment Tool: http://www.med.unc.edu/ahs/clds
Program Evaluation
● DCD Program Quality Indicators:
http://www.njpacoop.org/index.php/download_file/view/13373/199
Program Planning with MN PD Infrastructure or National Center TA
● 4 Blocks Literacy Framework
● Person-Centered Practices
○ Person-Centered Thinking: https://www.sdaus.com/tool-kit-templates-
examples
○ Picture of a Life: https://www.sdaus.com/copy-of-one-page-profile
● Dynamic Learning Maps (DLM) PD modules: http://dlmpd.com
● National Center and State Collaborative (NCSC) wiki:
https://wiki.ncscpartners.org
Resources
● MN DCD Mailing List: https://mailmanlists.us/mailman/listinfo/mn.dcd
● Statewide wiki: http://mndcdstatewide.pbworks.com
● Charting the Cs: https://sites.google.com/a/lcsc.org/charting-the-cs-information-
center
6/20/18 6:23 pm
Developmental Cognitive Disabiities (DCD M-M & S-P):
Talking Points
Resources
● Calendar for DCD CoP Activities: Google Calendar download
● State/regional CoPs: http://mndcdstatewide.pbworks.com
● MN Low Incidence Projects website: http://mnlowincidenceprojects.org
Administrators "Need to Know" for each low incidence area (i.e., Title II, SSB,
Brailling, OCALI Modules, Paraprofessionals)
● There is only one rule that distinguishes between mild to moderate and severe
and profound range. It is 3525.1333 Developmental Cognitive Disability; see
Subpart 2. Criteria. B. (1) and (2).
● “Developmental Disabilities K-12” is the current Minnesota license that can be
acquired to teach K-21 students with the entire range of DCD:
https://mn.gov/board-of-
teaching/assets/Special%20Education.Developmental%20Disabilities_tcm25-
251378.pdf
● 3525.2340 CASE LOADS provides guidance on the maximum number of school-
age pupils that may be assigned to a teacher: see Subpart 4. Criteria. A.
○ Developmental cognitive disability: severe-profound range, three pupils;
○ Developmental cognitive disability: severe-profound range, or severely
multiply impaired with one paraprofessional, six pupils;
○ Developmental cognitive disability: mild-moderate, 12 pupils;
○ Developmental cognitive disability: mild-moderate range with one
paraprofessional, 15 pupils
6/20/18 6:23 pm
Developmental Cognitive Disabiities (DCD M-M & S-P): Talking Points
Child Count Trends DCD Mild to Moderate:
Child Count Trends DCD Severe to Profound:
MDE Specialist:
Garrett Petrie, Specialist for the Developmental Cognitive Disabiities (DCD):
[email protected] MDE, 1500 Hwy 36 West Roseville, MN 55113
(651) 582-8729
Reference Websites:
MN Department of Education DCD https://education.mn.gov/MDE/dse/sped/cat/dcd/
1,000
3,000
5,000
7,000
2010 2011 2012 2013 2014 2015 2016 2017
6,435 6,240 5,993 5,796 5,629 5,580 5,582 5,494
DCD Mild to Moderate Childcount
1,000
1,250
1,500
1,750
2,000
2,250
2010 2011 2012 2013 2014 2015 2016 2017
2,129 2,129 2,064 2,016 2,004 1,996 2,012 1,960
DCD Severe to Profound Childcount
6/20/18 6:23 PM
Deaf / Hard-of-Hearing: Talking Points
Identification:
Eligibility Criteria: https://www.revisor.leg.state.mn.us/rules?id=3525.1331
Need an Audiogram. Must have sensory loss to receive special education services in Deaf
and Hard of Hearing.
Pre-intervention strategies are not required for students who are Deaf or Hard of Hearing.
Evaluation:
Legislative Report on Deaf and Hard of Hearing Students in MN: http://bit.ly/2vBLwuO
Assessment Manual: http://education.state.mn.us/MDE/dse/sped/cat/dhh/
Transition Checklist: http://www.cehd.umn.edu/DHH-Resources/default.html
Social Emotional Checklist: http://education.state.mn.us/MDE/dse/sped/cat/dhh/
Compensatory Checklist: http://education.state.mn.us/MDE/dse/sped/cat/dhh/
Progress Monitoring: http://www.cehd.umn.edu/DHH-Resources/default.html
Early Hearing and Detection Intervention (EHDI) “Assessment/Outcomes Reporting”: http://www.mnlowincidenceprojects.org/ehdiAssessment.html
Program Planning: Early Hearing Detection and Intervention (EHDI) Teams are in place regionally to assist with Birth to Three Deaf and Hard of Hearing Infants and toddlers. For more information on how to connect to these teams, contact: Kathy Anderson [email protected] RLIF and EHDI teams list http://bit.ly/2gplR2d EHDI page http://www.mnlowincidenceprojects.org/ehdi.html ● Teachers of the D/HH are trained to evaluate and provide appropriate services to DHH
students.
● Communication options: http://bit.ly/2vHjFIQ
● Placement options- see the PARC documents on the right side of the MDE DHH website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/
● Strategic Instruction Model (SIM) http://kucrl.org/sim/
● Reading Research http://bit.ly/2wfsmh0
● Mentorship is available for Teachers of the DHH thru MDE. Contact: Rebecca Jackson
● Making a Plan for Your Child; IFSP Considerations for Children who are Deaf and Hard of Hearing https://www.cdc.gov/ncbddd/hearingloss/freematerials/planforyourchild.pdf
● “Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing” http://bit.ly/2wfVV1T
Resources:
Language and Communication Focused IEP’s for Deaf and Hard of Hearing Learners-A
Discussion Guide. http://bit.ly/2xvegGZ
Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students
with Hearing Loss- Karen Anderson and Kathy Arnoldi
30 Million Words: Building a Child’s Brain- Dana Suskind
The Mentors Companion – Patty Gordon and Mari Magler
Interpreter Guides http://bit.ly/2wQi3la
6/20/18 6:23 PM
Special Considerations:
1. Interpreters for the Deaf may be needed. Minnesota has school requirements for interpreters.
https://www.revisor.mn.gov/statutes/?id=122A.31
2. Speech is a related service. There is no requirement for an evaluation but best practices
deems it.
3. Educational Audiologist should evaluate the environment and hearing in school.
4. Placement/Access is critical – important to provide full access to the curriculum language,
captioning, FM Systems…
Administrators "Need to Know" for Deaf and Hard of Hearing: 1. There are 2 licenses for teachers of the DHH. One license serves all DHH students and the
other license allows the TDHH only to work with oral students.
o Teacher of the Deaf and Hard of Hearing http://bit.ly/2vpG6Hk
o Teacher of Oral/Aural https://www.revisor.mn.gov/statutes/?id=122A.28
o Child Count Trends:
2. The paperwork for the Interpreter processes (2 year provisional and extension) are found on
the MDE website. http://education.state.mn.us/MDE/dse/sped/cat/dhh/
3. There is a State Deaf and Hard of Hearing Community of Practice that meets 4X year. Regions
have meetings for DHH teachers too. A low incidence plan for DHH is developed yearly
4. There is a website for all interested in DHH. Contact Mary to apply.
Reference Websites:
● http://education.state.mn.us/MDE/dse/sped/cat/dhh/
Contact:
Mary Cashman-Bakken B.A., M.A., J.D.
Minnesota Department of Education Minnesota State Specialist: Deaf and Hard of Hearing
1500 Highway 36 West
Roseville, Minnesota 55113-4266
Video Phone: (507)-412-5214
Email: [email protected]
2,000
2,100
2,200
2,300
2,400
2,500
2,600
2010 2011 2012 2013 2014 2015 2016 2017
2,392
2,473 2,480 2,498 2,464 2,450
2,531 2,553
Deaf Hard of Hearing Childcount
Other Health Disabilities (OHD): Talking Points
Identification
● MN Rule Eligibility for Other Health Disabilities
● MN Other Health Disabilities Manual (Updated 2013)
● Developmental Delays vs Categorical Disability Comparison: Birth to Age 7 DD,
P/HD, OHD, TBI, SMI
● Definition of Expanded Spectrum of Health Care Providers for Students with
OHD, including AD/HD
● Documenting the Health Condition
● DSM Documentation Requirements for AD/HD
Evaluation
● Required Components of a Student Evaluation
● Sources for Evaluation Data
Program Planning
● OHD Disabilities Information Sheets
● The Medically Fragile Child: Caring for Children with Special Healthcare Needs
in the School Setting (AFT Publication, 2009)
● Students with ADHD and Section 504: A Resource Guide (U.S. Dept. of
Education, Office for Civil Rights; 2016)
Additional Resources
● Statewide OHD Mailing List
● Statewide P/HD Wiki
Administrators "Need to Know" for Other Health Disabilities
● Other Health Disabilities currently has the highest child count of all traditionally
identified low incidence areas, including ASD. 14% of the total special education
child count for December 2016 is designated under the OHD category.
● There is no specific teacher licensure in the area of OHD. However, there are
specific identified competencies for school OHD specialists, and it is strongly
recommended that these specialists be involved in student evaluations and
serve as an IEP team member for students who qualify under the OHD category.
Physical/Health Disabilities (P/HD) teachers occasionally serve in this capacity
for students with low incidence chronic or acute health conditions. Students with
Administrators "Need to Know" for Other Health Disabilities,
continued…
● AD/HD who qualify under the OHD category are often be served by a wide array
of special educators, often determined by a student’s other co-existing
educational needs or disabilities.
● Hamline University has the only stand-alone OHD certificate program in
Minnesota, and has built this 12 credit online graduate program upon statewide
nationally identified CEC professional competencies for school OHD specialists,
assisting educators with gaining the knowledge and skills required to meet the
needs of these complex students.
● Change in spectrum of health care providers who can provide medical
documentation for OHD eligibility purposes: Minn. Stat. § 125A.08 was
amended in 2016 to expand the spectrum of health care providers beyond
physicians, and whose scope of practice allows them to diagnose patients and
provide written and signed documentation of a student’s ‘medically diagnosed
chronic or acute health condition’ required for eligibility under the OHD category.
Two examples include advanced practice registered nurses (APRNs), and
physician assistants (PAs).
● Acceptable diagnosticians for AD/HD documentation have historically included
physicians, advanced practice registered nurses (APRNs), and licensed
psychologists (MN Rule 3525.1335). Within this recently broadened scope, a
physician assistant (PA) under the supervision of a licensed physician now has
authority to diagnose a chronic or acute health condition, including AD/HD.
When considering other types of health care providers, districts should
determine whether the provider’s professional scope of practice includes the
ability to provide documentation of a medically diagnosed chronic or acute health
condition.
● Pre-referral interventions for students suspected of having a chronic or acute
health condition should first be considered, unless the symptoms and related
educational needs are so pronounced that an immediate evaluation is required.
Other Health Disabilities (OHD): Talking Points
● OHD is not a default category. OHD Eligibility should be directly related to a
chronic or acute health condition. Often, students with AD/HD may have one or
more co-existing conditions that require specialized instruction and supports.
Some students may have a mental health or neurodevelopmental condition, and
present with complex and intertwined educational needs. In such situations, the
team must make eligibility decisions that meet legal requirements and are in the
best interests of the student, and provide the services of special educators who
have expertise and knowledge in the specific disability or health condition.
“RLIF / LIS Need to Know” for 17-18
● OHD Manual to be updated Summer 2017
● Introductory OHD Module to be developed Spring 2018
Child Count Trends:
Statewide Specialist:
Deb Williamson, Statewide OHD Specialist
MN Low Incidence Projects, Metro ECSU
2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112
612.638.1532 [email protected]
Reference Websites:
MN Low Incidence Projects OHD Webpage
MN Dept. of Education OHD Webpage
0
5,000
10,000
15,000
20,000
2010 2011 2012 2013 2014 2015 2016 2017
16,114 16,607 17,171 17,693 18,152 18,786 19,413 19,781
Other Health Disability Childcount
6/21/18 12:32 AM
Physically Impaired (PI): Talking Points
Identification
MN Rule Eligibility for Physically Impaired https://www.revisor.mn.gov/rules/?id=3525.1337
Meeting the Needs of Students with Physical Impairments: A Resource Manual for MN Educators (2011) http://bit.ly/2A05YIP
Meeting the Needs of Students with Physical Impairments: http://bit.ly/2gvuI6e
Meeting the Needs of Children with Physical Impairments in Early Childhood/Special Education Settings http://bit.ly/2gpKpIh
Developmental Delays vs Categorical Disability Comparison: Birth to Age 7 DD, P/HD, OHD, TBI, SMI http://bit.ly/2wpxkI8
Evaluation
Guidelines for Identifying Students under Severely Multiply Impaired (DCD/Severe-Profound & PI) http://bit.ly/2evoFxU
MN Rule 3525.2350 Multi-Disciplinary Team Teaching Models: Requires P/HD teacher to participate in student evaluation and IEP if the student is being considered for eligibility or currently receives services under PI category
Critical Components of an Evaluation for Students with Physical Impairments http://bit.ly/2wtXk3x
Tools for Evaluating Students with Physical Impairments: http://www.mnlowincidenceprojects.org/piStudentEvaluation.html
Program Planning
History and Overview of Physically Impaired Services in MN Schools http://bit.ly/2eLEu05
Student Emergency Evacuation Resources: http://bit.ly/2gxdgxW
Disability Information Documents: http://bit.ly/2evJvgr
Transition Planning for Students with Physical Impairments http://bit.ly/2vy56fm
Other Activities
Tuition Support for P/HD Teachers: http://www.mnlowincidenceprojects.org/ts.html#forms
Statewide P/HD Community of Practice meets 3 times a year and is accessible via remote technology; 1-2 Greater MN representatives per region: http://bit.ly/2gvDv83
Statewide P/HD Mailing List is open to practitioners or administrators: http://bit.ly/2B7stvF
Statewide P/HD Wiki: An online interactive site for sharing professional resources: http://bit.ly/2iAabLE
Minnesota Mentorship Program: http://www.mnlowincidenceprojects.org/pm.html
Additional Resources
Information and Links for P/HD Teachers: http://bit.ly/2eMfEgS
Information & Links for New P/HD Teachers: http://bit.ly/2vyMV9B
PI Module for Paraprofessional Training (in collaboration with Infinitec) http://bit.ly/2vyMV9B
6/21/18 12:32 AM
Physically Impaired (PI): Talking Points
Administrators "Need to Know" for Physically Impaired
Pre-intervention strategies are not required for students with physical impairments
A licensed P/HD teacher is required to participate in the evaluation and IEP of a student being considered for or served under the category of Physically Impaired
In addition to physicians, documentation of a medically diagnosed physical impairment can also be provided by licensed health care providers such as advanced practice registered nurses (APRNs) and physician assistants, whose scope of practice includes diagnosing patients
Moorhead State University Minnesota (MSUM) is the only MN Institution of Higher Education (IHE) that offers coursework for P/HD licensure
The role of a P/HD teacher is typically itinerant, and generally includes consultation to the school team and indirect services to the student
P/HD teachers may be the best local district or regional resource for students identified as having a TBI or chronic/acute health conditions
Child Count Trends:
Reference Websites:
MN Low Incidence Projects, Physically Impaired http://www.mnlowincidenceprojects.org/pi.html
MN Dept. of Education, Physically Impaired http://education.state.mn.us/MDE/dse/sped/cat/phy/
Statewide Specialist:
Kelly Bredeken, Statewide PI Specialist
MN Low Incidence Projects, Metro ECSU
2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112
612.638.1506 [email protected]
1,500
1,550
1,600
1,650
1,700
2010 2011 2012 2013 2014 2015 2016 2017
1,690 1,697 1,668 1,669
1,641 1,613
1,580 1606
Physically Impaired (PI) Childcount
Traumatic Brain Injury (TBI): Talking Points
6/20/18 7:46 PM
Identification
Meeting the Needs of Students with TBI: A Resource Manual for MN Educators (Rev. 2013) http://www.mnlowincidenceprojects.org/tbi_manual_2013.html
TBI Brochure: http://www.mnlowincidenceprojects.org/documents/tbi_brochure.pdf
Developmental Delay v. Categorical Disability Comparison Chart: http://bit.ly/2zkZJT1
Section 504 & TBI FAQ: http://www.mnlowincidenceprojects.org/documents/tbi_FAQ_Section504_Eligibility_Dec_2011.pdf
Evaluation
Form- Return to School Following a moderate/severe TBI: http://bit.ly/2zWGRbI
Checklists, observation forms and assessment tools for students with TBI: http://bit.ly/2hFKbOf
Program Planning
TBI information sheets by age: http://www.mnlowincidenceprojects.org/tbi_manual_2013.html
Guidelines, Considerations & Forms- Return to School Following TBI: http://bit.ly/2mL8Xln
Instructional Strategies and Environmental Supports for students with TBI: http://bit.ly/2hPIlOy
Section 504 Guidelines and Resources: http://education.state.mn.us/MDE/dse/504/
Concussion (Identification, Return to Learn, Resources)
Concussion Resources for Educators: http://www.mnlowincidenceprojects.org/tbiConcussion.html
CDC Report: Pediatric Mild TBI guideline Workgroup Recommendations(2016): http://bit.ly/2AYdfIx
Brain Injury in Youth: Supports for School Success- Applying evidence-based practices: https://youthbraininjury.obaverse.net/welcome/
The Center on Brain Injury Research and Training: www.cbirt.org
Advocacy Agency:
MN Brain Injury Alliance www.braininjurymn.org
Additional Resources
Statewide TBI Professional Development Opportunities: http://bit.ly/2jGVpX7
Statewide TBI Mailing List: http://mailmanlists.us/mailman/listinfo/mn.tbi
Statewide TBI Wiki: http://mntbicop.pbworks.com/
TBI Modules for Educators & Paraprofessionals (developed in collaboration with Infinitec): http://www.mnlowincidenceprojects.org/tbiTechnicalTrainingMaterials.html
Webinar for School Nurses: Concussion 101: http://bit.ly/2hFswpQ
Administrators "Need to Know" for Traumatic Brain Injury
There is no specific teacher licensure in the area of TBI. However, there are specific identified competencies for school TBI specialists, and it is strongly recommended that these specialists be involved in student evaluations and serve as an IEP team member for students who qualify under the TBI category. Physical/Health Disabilities (P/HD) teachers occasionally serve in this capacity, and may serve as a point of first contact in a district. Regional representatives on the Statewide Educational TBI Community of Practice or your regional low incidence facilitator (RLIF) may also serve as a useful contact. http://www.mnlowincidenceprojects.org/tbiRegionalStatewideSupport.html
Traumatic Brain Injury (TBI): Talking Points
6/20/18 7:46 PM
Hamline University has the only stand-alone TBI certificate program in the U.S., and has built this 12 credit online graduate program upon nationally identified professional competencies for school TBI specialists, assisting educators with gaining the knowledge and skills required to meet the needs of these complex students. http://www.hamline.edu/education/certificates/tbi/
Medical documentation from a physician is required as part of the eligibility process when considering the category of TBI, as outlined in MN State TBI Criteria. https://www.revisor.mn.gov/rules/?id=3525.1348
An acquired non-traumatic brain injury (stroke, tumors, near drowning, encephalitis, etc.) does not meet the state and federal definition for the TBI category; a school team should consider eligibility under another category that best reflects the student’s educational needs. For more information, refer to the TBI Manual, pp.119-122. http://www.mnlowincidenceprojects.org/tbi_manual_2013.html
Very few nationally normed/standardized assessment tools are designed specifically for children/youth with TBI, which has resulted in collaborative and innovative evidence-based methods to identify educational needs and measure student progress. For more information, refer to the TBI Manual, pp. 78-110. (See link above.)
Recognition of concussion and the associated risks with chronic impairment in learning and overall functioning for some children and teens continues to be a growing concern, particularly for those in youth sports. http://www.mnlowincidenceprojects.org/tbiConcussion.html
Shaken Baby Syndrome is now included in the broader category of Abusive Head Trauma, and continues to be recognized as a TBI (nationwide incidence of 1,000-1,500 per year). https://www.shakenbaby.org/
Child Count Trends:
Reference Websites:
MN Low Incidence Projects TBI webpage: http://www.mnlowincidenceprojects.org/tbi.html
MN Dept. of Education TBI webpage: http://education.state.mn.us/MDE/dse/sped/cat/tbi/
Statewide Specialist:
Kelly Bredeken, Statewide TBI Specialist
MN Low Incidence Projects, Metro ECSU
2 Pine Tree Drive, Suite 101 Arden Hills, MN 55112
612.638.1506 [email protected]
100
200
300
400
500
2010 2011 2012 2013 2014 2015 2016 2017
431 458 439 454 452 449 449 455
Taumatic Brain Injury (TBI) Childcount