Other Health Impairment - ADHD

Legal Definition according to IDEA (Individuals with Disabilities Education Act)

Other health impairment means having limited strength, vitality, or alertness, including a heightened
alertness to environmental stimuli, that results in limited alertness with respect to the educational
environment, that— (i) Is due to chronic or acute health problems such as asthma, attention deficit
disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance. [34 C.F.R. § 300.8(c)(9)]

What that means:

A persistent pattern of inattention and/or hyperactivity-impulsivity; heightened alertness to
environmental stimuli
- Inattentive type: struggles to become focused or stay focused on task or activity, make appear
compliant and focused when mind is really elsewhere
- Hyperactive-impulsive type: very active; often acts without thinking, may still be listening
despite extra movement
- Combined type: inattentive, impulsive, and extremely active

Many students with ADHD have internalized their difficulty as ‘bad behavior’ which may cause them
to feel anxious, unsure, or depressed. A series of additional behaviors not caused by ADHD can
manifest as a result of anxiety including defiance or disrespect
How can it manifest? How can I support?
Students with ADHD will often have difficulty: - Repeat directions
- Paying attention to details - Break down multi-step directions into
- Remaining focused on work, play, or chunks
conversation - Build in opportunities for breaks or
- Following through with instructions movement
- Returning permission forms or relaying - Allow student to stand in designated space
messages when completing work
- Organization - Allow choice in older students
- Keeping up with materials or belongings - Ask students to repeat directions to you to
- Remaining in seat or space appropriately ensure listening
- Sitting still - Have a consistent place for materials, items
- Waiting turns (including in conversation) to go home, etc.
- Involve student in decision/consequence
process
- Have rules, schedules and assignments
posted clearly
- Alert student to schedule changes
Common classroom supports for all students
- Positive praise and recognition of growth
- Model purpose (why), not power
- Provide calm, consistent expectations and follow through
Reference:
CSeguin Creates Teaching Resources | Teachers Pay Teachers. (n.d.). TPT. Retrieved November 24,
2023 from https://www.teacherspayteachers.com/Store/Cseguin-Creates