Chapter 9: The Role of School Leaders in Helping Learners with Physical and Health Impairments

The high incidence of learners with physical and health impairments is not uncommon all over the world, but the frequency and rise in certain parts of the world are exacerbated by several factors including wars, food and nutrition, diseases, medicines, pesticides, and the environment (Asola & Obiakor, 2016). These types of physical and health impairments adversely affect students’ learning and need the attention of school administrators. As the pioneers in championing the course of providing equal opportunities and better services to learners with physical and health impairments (PHI) relative to other nations in the world, the United States has put in place several policies and provisions to facilitate the work of school administrators and leaders. For instance, the Individuals With Disabilities Education Improvement Act (IDEIA, 2004) requires all schools to provide a free and appropriate public education (FAPE) to students with disabilities, including learners with physical disabilities, making whatever accommodations and modifications that are necessary regardless of cost (Pazey & Cole, 2013). Such tasks come with commitment, understanding, and creativity.