Learning Module 8: Students with Physical and Health Disabilities

EDUC 5320 Exceptionality in Todays Schools Section KS56

Dr. Kirsten Allman
October 27, 2015
Carolyn Elizabeth Barrette

Inclusion of a Different Sort

Inclusion of a Different Sort

In her chapter, Students with Orthopedic Impairments, Traumatic Brain Injury, and
Other Health Impairments1, Dr. Marilyn Friend chooses to include and describe a wide, diverse
range of physical and health disabilities. Though the category may initially appear to be a catchall, miscellaneous one, this is misleading, i.e., there are shared concepts connecting the
disabilities detailed. Indeed, had I authored the textbook, I would have structured the chapter in
likewise fashion. The disabilities and disorders outlined therein possess notable commonalities
and differ uniquely from exceptionalities described in other chapters of the textbook.
Comment One: The Other Health Impairment disabilities described in the chapter smoothly fall
into the IDEA definition for this disability category. Dr. Friend notes that these disabilities
cannot be seen but relate to health conditions (Friend, 2014, p. 428). She also notes the
prevalence of comorbidity with other learning differences/disorders characteristic of individuals
in this category. The IDEA definition for this disability category is replicated on page 428 of the
text and ties these disabilities together with the following common thread found in the IDEA
definition: Other health impairment means having limited strength, vitality or alertnessthat
results in limited alertness with respect to the educational environment, that is due to chronic or
acute health problemsand adversely affects a childs educational performance.
Comment Two: Many of the disabilities require a multidisciplinary approach in conducting
accurate assessments, developing and delivering successful services enhancing the quality of life
and education for affected individuals. Dr. Randy Soffer observes, Given the wide range of
characteristics of physical and health disabilitiesits not surprising that there is a wide range of
1 In the fourth edition of her textbook, Special Education: Contemporary Perspectives for School
Professionals (2014)

disciplines involved in the assessment processthe assessment is multidisciplinary to be able to

determine what the needs are (Soffer, Slide 15). Dr. Friend concurs, noting how challenging it
is to attempt to apply generalities to students who have physical and health disabilities because
their strengths and needs can range immensely within a single domain as well as across
domains (Friend, 2014, p. 434). Yet, the common thread is that while students with physical
and health disabilities do not always have special needs in the behavioral, emotional and social
domains (Friend, 2014, p. 435), each area is a critical one for them; it remains vital that
educators, special resource personnel and parents address these effectively and comprehensively.
Comment Three: With most of the disabilities discussed thus far in the course and textbook, the
chances for successful inclusion in the general classroom has been reasonably substantial.
Physical and health disabilities can bring a different tableau to the table, one with a different set
of considerations. Dr. Soffer corroborates this, noting:
with most of the disabilities [discussed to this point], students are primarily in
the general education classroom. With physical and health issues (again
depending on the nature and severity), oftentimes students can find themselves in
placements outside of the general classroom, whether it be in a special class or
special schools or residence facilitiesmuch of this has to do with the risk of
injury or medical complications that existother times, it has to do with the lack
of responsiveness of the student (Soffer, Slide 18).
Dr. Friend challenges educators to first educate themselves about the [physically or health
impaired students] unique strengths and challenges. [As dedicated educators, our] responsibility
is to found out[how] to work with them effectively and to ensure they participate as fully as
possible (Friend, 2014, p. 422).

References
Friend, M. P. (2014). Special education: Contemporary perspectives for school professionals
(4th ed.). Boston, MA: Pearson Education.
Soffer, R., Ph.D. (2015, October 22). Learning module 8: Students with physical and health
disabilities. Lecture presented at EDUC 5320 Exceptionality in Today's Schools in
Studio, Houston. Retrieved from
http://flashmedia.stthom.edu/videos/academic/soffer/overviews08/soffer913.html