It can be confusing and frustrating for parents to see a gap between their child’s knowledge and their homework and test scores. The frustration can increase if the parent isn’t sure if their child’s outcomes are related to a disability or something else.
The “qualifying disabilities” in the Individuals with Disabilities Education Act (“IDEA”) are broader than most people think. In addition to conditions like autism and dyslexia, the IDEA also includes a category called Other Health Impairment (“OHI”). The OHI category has helped students with a variety of conditions qualify for services under the IDEA.
This article outlines what OHI is and when it applies. It also lists conditions commonly used to support eligibility under the OHI category. Finally, it explains how a therapeutic school in NYC can help children with OHI excel in the classroom.
What Is Other Health Impairment (OHI)?
To get an IEP, a student must have a disability that is recognized under the IDEA. The IDEA lists 13 categories of qualifying disabilities. OHI is one of these 13 categories.
To qualify for an IEP under OHI, there must be evidence that:
- The student has “limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment,”
- The limited strength or vitality is due to a “chronic or acute” health problem, AND
- The limited strength or vitality created by the chronic or acute health problem negatively affects the child’s academic performance.
Let’s break down each of these requirements.
Limited strength, vitality, or alertness
Here, doctors or other health care providers must determine that the child has difficulty with attention, energy, concentration, or endurance. At school, this might look like:
- Constant mental or physical fatigue
- Being alert in the morning but “zoning out” later in the day
- Difficulty paying attention
- Being easily overwhelmed by normal classroom sights and sounds
- Needing more time or effort than their peers to complete the same tasks
Chronic or acute health problems
A chronic health condition is persistent, while an acute one is temporary. The IDEA lists several conditions as examples of the
chronic or acute health problems that might fit within OHI. These are:
- Asthma,
- Attention deficit disorder (ADD),
- Attention deficit hyperactivity disorder (ADHD),
- Diabetes,
- Epilepsy,
- Heart conditions,
- Hemophilia,
- Lead poisoning,
- Leukemia,
- Nephritis,
- Rheumatic fever,
- Sickle cell anemia, and
- Tourette syndrome.
These are examples of conditions that might qualify for OHI treatment, but this list does not include every condition that might qualify. For example, migraines are not listed, but they often cause pain that can make it difficult to concentrate. Beyond migraines, other non-listed conditions that might support OHI eligibility include post-concussion syndrome, long COVID, chronic fatigue syndrome (CFS), sleep disorders (e.g., narcolepsy and sleep apnea), epilepsy and other seizure disorders, and autoimmune disorders.
Adversely affects a child’s educational performance
Finally, regardless of the diagnosis, you must prove that the condition directly impacts the child’s grades or other markers of school success. In other words, getting a diagnosis of ADHD or a similar disorder is not enough to qualify for services under OHI. You’ll have to show that the condition directly and negatively affects your child’s academic performance.
Does ADHD Qualify as an “Other Health Impairment?”
Yes. ADHD and ADD are the classic examples of conditions that fit under the OHI umbrella. In fact, experts believe that the vast majority of students who qualify for IEPs under the OHI category have an ADHD or ADD diagnosis.
Here’s why ADHD works with OHI. According to the Cleveland Clinic, “ADHD causes symptoms like difficulty focusing, trouble sitting still, and impulsive behaviors.” The attention difficulties meet the first OHI criteria. ADHD is one of the chronic conditions listed in OHI’s second requirement, so this is also satisfied. Finally, the research shows that the inability to pay attention, especially when coupled with other ADHD-connected issues like executive functioning and working memory, often causes children with ADHD to have lower grades and test scores than their peers.
What Services and Supports Are Available Under OHI?
The IDEA does not decide which services are available based on the category of eligibility. In other words, the key consideration is what the student needs, not their diagnosis or which of the 13 IDEA categories they used to qualify. So, during the IEP eligibility process, you and the rest of the IEP team will need to determine the services that your child needs to improve their educational outcomes. While the exact modifications and accommodations always look at the child’s needs, common accommodations include:
- Preferential seating
- Teacher-approved checklist or planner systems
- “Chunking” longer assignments into smaller pieces
- Extra time on assignments and tests
- Reduced homework requirements
- Being allowed to visit the nurse, counselor, or “calming” area as needed
When a Traditional School Setting Isn’t Enough
Traditional public schools work well for many students. However, these schools expect every student to learn at the same speed. Students who have trouble focusing or maintaining their energy levels may find it difficult to keep pace. Also, NYCPS schools have large student-teacher ratios. Currently, the average NYPS teacher is responsible for 25.7 students. It is difficult to reach each of these students in a typical day. Finally, traditional classrooms have many distractions – noise, movements, even fluorescent lighting – that can overstimulate students.
By contrast, therapeutic schools have smaller classes. Lower student-to-teacher ratios enable teachers to provide individualized assistance and feedback to each student. The increased attention also makes it less likely that students will fall through the cracks. Also, smaller class sizes make it easier for teachers at therapeutic schools to adjust the content and pace of assignments to each student’s needs.
Many therapeutic schools provide wraparound services. As such, students who are dealing with emotional disabilities in addition to academic issues or whose academic issues are causing anxiety or other emotional issues can get support during the school day.
Other services that therapeutic schools can provide include:
- Classrooms designed to reduce sensory overload
- Increased ability and flexibility to address health concerns
- More frequent parent-teacher communication and collaboration
- Helping students identify and bolster their strengths rather than merely focusing on perceived weaknesses
If you live in New York City and think that a therapeutic school might be the right choice for your family, consider Academics West. Our school and teachers are designed to support your student so your student can focus on success. Learn more about our school by watching our virtual tour or requesting an information packet. Then, call 212-580-0080 or use our online contact form to schedule an in-person visit.