Supporting Students with Health Needs in Schools: An Overview of Selected Health Conditions.

Abstract

According to the 23rd Annual Report to Congress (U.S. Department of Education, 2001) on the Implementation of Individuals with Disabilities Education Act, 254,110 students were classified as eligible under the Other Health Impairment category in 1999-2000. This number represents a 351 % increase from the total number of students eligible in that category during 1990-1991. The increase in percentage of students who have health problems that adversely affect their educational performance has been greater than any other eligibility category since 1990. During 1999-2000, 26% of children in early childhood special education (ECSE) received medication and 16% reportedly used medical equipment such as nebulizers and breathing monitors. Because more children are found eligible for special education services as a result of having an "other health impairment" special education professionals have voiced concern about the inadequate training that preservice teachers receive in this area (Heller, Fredrick, Dykes, Best & Cohen, 1999). This concern is further exacerbated by the increasing trend toward a noncategorical or cross-categorical focus within special education teacher preparation programs in the United States. Teachers who will instruct students with mild to moderate disabilities need a common core of knowledge and skill competencies (Simpson, Whelan, & Zabel, 1993). These students will have mental retardation (MR), learning disabilities (LD), or emotional disturbances (ED) of a mild to moderate nature. Heller (1997) asserted that teachers also need appropriate preservice training to serve students diagnosed with a variety of physical and health impairments and warned that these students are at significant risk when educators are not adequately prepared to meet their specialized health care needs.