Why would a school district prefer classifing someone with ADHD as Emotionally Disturbed than as OHI?

Question

oh I see. so, generally the regulations are for them to be classified as OHI, but if they have a lot of behavior problems due to the ADHD, they are classified as ED?

Answer 1

OHI in my state is "other health impaired"...medical diagnosis which teachers can't diagnosis.

Answer 2

If the child has been diagnosed as having an emotional disability by a doctor or has been evaluated by a school district's evaluation team and has been determined to have an emotional disturbance, then ED is an appropriate exceptionality to use to classify that student.  If, however, the student only has ADHD without the presentation of behavioral and emotional issues, then, typically, OHI is a more appropriate classification.  For placement in a classroom, it is very specific to the individual.  If the child DOES have emotional and behavioral issues, even if his/her only medical diagnosis is ADHD, it is often appropriate and, even, preferable, to have them placed in an ED classroom.

Sometimes, students who have ADHD will have behavioral issues that present as if the student has an emotional disability, even if ADHD is the diagnosis.  In those instances, the student might be placed in an ED classroom to help him/her be in a setting where the teacher is more adept at dealing with the child's behavioral issues.

Answer 3

A lot of the category depends on a couple of things - how the states divide up disability categories AND the presenting behaviors.

Students who are ASD, ADHD, can also be Anxious, Depressed, etc etc.  Which can also impact their behavior and availability for learning.  If aggressive behavior is the larger issues - it may be that they are better served under an E or EBD type category.

Each situation is unique within the guidlines of each states rules.

Answer 4

In Michigan we use the label EI - emotionally impaired. OHI is a label we generally use for students who have physical impairments. EI is a label that as the school social worker I evaluate kids for. I Our guidelines state that a child must have behavior problems primarily in the affective domain over a sustained period of time (usually about 6 months) that adversely effects a students ability to learn without the help of special education.

A student has to show an innability to develop and maintain personal relationships in the school setting, have innapropriate thoughts and feelings under normal circumstances, show a general pervasive depression or develop physical symptoms or fears associated with school or personal problems (anxiety). Symptoms of early onset schizophrenia would qualify a child.

Our guidelines also state that socially maladjusted (horrible term, I know) kids or kids whose behaviors are the result of intellectual (frustration from LDs), sensory or health factors.

EI is a pretty discretionary label, after our school psyc. rules out learning disabilities a lot of factors are going to be considered. Although a child could be ADHD and EI they really are two seperate things. Some of my EI kids are ADHD but I have a few kids who are ADHD on 504 plans and they are by no means EI.

I really hate to add this on, but I think the EI label can be a lot more stigmatic. Most of my kids coming up for EI evaluations have been referred because they have repeatedly injured other people. The majority of my EI kids tend to strike out physically. People are sometimes judgemental.

I think most districts and states have EI ED standards and kids with ADHD will meet those guidelines or not. If they don't they will be OHI or put on a 504 plan as needed. At least this is ideally how it should go.