Analysis of Health Education Provided to Students with Disabilities in Nebraska

Abstract

Since the passage of Public Law 94–142 in 1975 (the Education for All Handicapped Children Act), it has been assumed that an increasing number of students with disabilities will spend the majority of their school days in regular education classrooms, including health education classrooms. This mandate has drawn attention to the need for health educators to be adequately trained to teach health to students with disabilities. At the same time, it is necessary to examine the frequency with which special educators continue to teach health to students with disabilities and identify their levels of preparation. Researchers investigated the current health education practices of both health and special educators in the state of Nebraska and determined the responsibility for teaching health to all students with disabilities rests on the shoulders of both groups. Recommendations for training and teacher preparation programs are presented.