Other Health Impairment (OHI) is a special education classification for students whose health conditions impact their capacity to learn. These ongoing or acute health issues can significantly affect a student’s engagement and performance in school. Identifying students under OHI ensures they receive specialized educational support, accommodations, and services, allowing them to access their education equitably.
Understanding the Definition
Other Health Impairment (OHI) refers to a student experiencing limited strength, vitality, or alertness, including heightened sensitivity to environmental stimuli, resulting in reduced alertness within the educational setting. These limitations must stem from chronic or acute health problems. For eligibility, these health issues must demonstrably and adversely affect their educational performance, impeding their capacity to learn and progress in school.
This definition is established by the Individuals with Disabilities Education Act (IDEA), the federal law governing special education and related services for eligible children with disabilities. OHI is one of 13 disability categories outlined by IDEA, ensuring students with health conditions receive specialized instruction and support. The health impairment must have a clear negative impact on a student’s academic or functional performance at school, requiring individualized interventions.
Health Conditions Under OHI
Many diverse health conditions can qualify a student for services under the Other Health Impairment category. Attention-Deficit/Hyperactivity Disorder (ADHD) is common, with challenges in attention, hyperactivity, and impulsivity disrupting learning and classroom participation. These difficulties often lead to inconsistent academic performance or challenges following instructions.
Conditions like diabetes also fall under OHI, as blood sugar fluctuations can cause fatigue or concentration difficulties, interrupting instruction. Epilepsy, characterized by recurrent seizures, can result in periods of unresponsiveness or post-seizure fatigue, making it challenging for students to retain information. Asthma, a chronic respiratory condition, may lead to frequent absences or breathing difficulties that limit concentration during class.
Other conditions include heart conditions, which can cause fatigue and limit physical exertion, affecting stamina for school tasks. Leukemia and sickle cell anemia, severe blood disorders, often involve intense treatment, pain, or fatigue, leading to significant school absences and reduced energy for learning. Tourette’s syndrome, characterized by involuntary motor and vocal tics, can create distractions, impacting focus and social interaction.
How OHI Affects Learning and Support
OHI can impede a student’s learning experience in various ways. Students might exhibit inconsistent attendance due to medical appointments, hospitalizations, or periods of exacerbation of their condition, leading to learning gaps. Persistent fatigue, a common symptom across many OHI conditions, can diminish a student’s stamina for full-day school participation, affecting concentration, assignment completion, or classroom engagement.
Concentration difficulties are another prominent challenge, stemming from neurological effects, medication side effects, or the mental burden of managing a chronic illness. Students might struggle to maintain focus, follow multi-step directions, or recall information, impacting academic progress. Managing medication schedules, potential side effects, or specific medical procedures can also disrupt learning routines, requiring flexible approaches from educators.
To address these challenges, students classified with OHI often receive specialized educational support tailored to their individual needs. A primary mechanism for this support is an Individualized Education Program (IEP), a document developed by a team including parents, educators, and specialists. An IEP outlines specific educational goals, services, and accommodations designed to help the student access the general education curriculum and make progress. These accommodations might include preferential seating, extended time on assignments or tests, frequent breaks, or modified assignments.
For students who do not require special education but still need adjustments due to their health condition, a 504 Plan can provide necessary accommodations. This plan ensures that students with disabilities, including those with OHI, have equal access to the learning environment. Examples of 504 accommodations include adjustments to the physical environment, such as accessible classrooms, or modifications to routines, like allowing extra time to transition between classes. Both IEPs and 504 Plans aim to create an inclusive and supportive learning environment that addresses the unique challenges posed by a student’s health impairment, ensuring health issues do not become barriers to academic success.