Michigan Administrative Code › Department - Education › Superintendent of Public Instruction › Special Education Programs and Services › Part 5 - QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL › Section R. 340.1799a - Teachers of students with physical impairment and students with other health impairment; special requirements

Current through Vol. 24-12, July 15, 2024
Rule 99a.
(1) The
				  teacher education program for teachers of students with physical impairment and
				  students with other health impairment shall include a minimum of 30 semester or
				  equivalent hours pursuant to
				  R 340.1781,
				  R 340.1782 and all of the following:
(a) The identification, etiology, diagnosis,
				  and classification of physical, neurological, and other health
				  impairment.
(b) Understanding of
				  human anatomy and physiology; medical terminologies; the types and transmission
				  of infectious and communicable diseases; physical effects of medications; the
				  nature of medical interventions and treatment of physical and other health
				  impairment.
(c) The impact upon
				  student learning and development (behavioral, cognitive, social, and emotional
				  development) of physical, neurological, and other health impairment, including
				  the impact of chronic and terminal illness and emergency/life threatening
				  situations.
(d) Assessing, teaching
				  and modifying instruction and curricula for students with physical,
				  neurological, and other health impairment related to all of the following:
(i) Administering, adapting, and modifying
				  formal and informal assessments of learning for students with physical,
				  neurological, and other health impairments.
(ii) Adapting and modifying the teaching and
				  learning environment to accommodate the diverse needs of students with
				  physical, neurological, and other health impairment.
(iii)Developing learning and instructional
				  plans, designing learning sequences and opportunities in differing educational
				  settings and placements.
(iv)Monitoring student progress and making
				  appropriate modifications to instructional and educational methods as needed by
				  students with physical, neurological, and other health impairment, including
				  selecting, adapting, and using specialized materials and instructional
				  strategies to maximize learning.
(v) Selecting, adapting, implementing and
				  designing classroom settings and physical arrangements to facilitate and
				  enhance opportunities for students to participate, interact, and learn with all
				  students and adults in both special and general educational settings including
				  individual, group, and shared projects, in and after school such as
				  recreational activities; organizing and managing different needs and support
				  services for individual and groups of students with different physical;
				  neurological and other health impairment in all educational settings
				  considering safety, as well as maximizing and fostering interactive inclusive
				  opportunities for students.
(vi)
				  Developing curricular and instructional plans and activities related to all of
				  the following:
(A) Daily living, self
				  management of personal and health care needs, sexuality, independent living,
				  vocational/career transition, recreation/leisure, and
				  mobility/transportation.
(B)
				  Advocacy/legal issues.
(vii) Communicating student progress,
				  performance, health issues and other school-related information to students,
				  families, and other educational and medical professionals.
(e) Managing, monitoring, and assisting
				  consistent with school policy and law in health care procedures; the use of
				  orthotic, augmentative, and other supportive equipment; specialized technology
				  and software; adapted switches/other access devices and environmental controls;
				  and, student and teacher safety in transferring, lifting, and seating which
				  enhances the student's and teacher's safety, comfort, and function.
(f) Issues related to physical, neurological,
				  and other health impairments in research; their impact on learning and
				  development; characteristics, definitions, determination, and identification;
				  pre-referral, referral, and placement; laws and policies related to specialized
				  health care in educational settings; teaching and assessing the educational
				  progress of students who have physical, neurological, and other health
				  impairment.