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'Federal Categories of Special Education'

Categories of Disability in Federal Special Education Law

Federal Disability Term	Alternative Terms (if applicable)	Brief Description

Specific learning disability	Learning disability (LD)	A disorder related to processing information that leads to difficulties in reading, writing, and computing; the most common disability, accounting for half of all students receiving special education.

Autism	Autism	A developmental disability which significantly affects verbal and nonverbal communication along with social interaction. Characteristics may include engaging in repetitive activities, stereotyped movements, resistance to change in daily activities or environments and unusual responses to sensory experiences.

Deaf/Blindness	Deaf or Blind. Means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Deafness	Deaf	A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification which has a negative effect on the child’s education.

Developmental Delay	Physical Development, Cognitive Development, Communication	Children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development.

Emotional Disturbance	Emotional Disturbance ED means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that has a negative impact on the child's educational performance. (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems.

Hearing Impaired	Hearing Impaired	An impairment in hearing either permanent or fluctuating which has an adverse affect on the child’s educational performance but is not included under the definition of “deafness.”

Intellectual Disability 	ID	A significantly below average intellectual functioning existing at the same time as deficits in adaptive behavior and manifested during the developmental period which has a negative impact on the child’s educational performance.

Multiple Disabilities	ID/OHI	Simultaneous impairments such as intellectual disability/Other Health Impairment. The combination of which causes severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.

Orthopedic Impairment 	Bone Tuberculosis	A severe orthopedic impairment which adversely affects a child’s educational performance.

Other Health Impairment	OHI	Having limited strength, alertness or vitality which includes heightened alertness to environmental stimulus which results in limited alertness to the educational environment. Can be 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 has a negative impact on the students educational performance.

Speech Language Impairment	SLI	A communication disorder such as stuttering, impaired articulation, language or voice impairment which has a negative impact on the students educational performance.

Traumatic Brain Injury	TBI	Injury to the brain caused by external physical force that results in total or functional disability or psychosocial impairment which has a negative impact on the students educational performance. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. Visual Impairment Including Blindness	Blind	An impairment in vision that even with correction has a negative impact on the students educational performance.

Individualized Education Program and Collaboration: The first step in developing an IEP is to determine if the student is eligible by collecting data.The data gathered for the eligibility process and any further information collected by multidisciplinary specialists and by both special and general education teachers can assist with the development of the IEP. Once the child is determined to be eligible a the present levels of performance are determined in all areas functional, behavioral, emotional, social and academic. A summary of a student’s current functioning provides a basis for subsequent goal setting. Performance levels should be determined for all areas needing special instruction—in both academic and functional areas.(Palloway, Patton) Performance levels should be viewed as summaries of an individual’s strengths and weaknesses.(Palloway, Patton) Using the present levels of academic and functional performance goals should be developed along with benchmarks to mark student progress. The should be at least one goal for each area of weakness stated in the various areas of the present levels of academic and functional performance. The goals should be measurable, the student should be able to accomplish them within a year, and relate to the student being successful in the general education classroom or to life skills the student will need.(Palloway, Patton) The students accommodations, services and service times should be written. According to Gibb and Dyches (2014), these aids, services, and other supports are “provided in regular education classes or other educational-related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate” These may also include related services such as speech language therapy, occupational therapy or physical therapy. It will also state how much of these services they will receive and how often. Least Restrictive Environment.

Least restrictive environment will state where services will be provided, such as general education classroom, special education classroom or both general education and special education classroom. It will also state how often and in what circumstances the student will interact with their nondisabled peers.

Positive Behavioral Supports, Differentiated Instruction, Assistive Technology

https://docs.google.com/presentation/d/1dNEkkc5oTzgXojB9anvYTuetoOB74I2GUZ7Lvfixl-0/edit#slide=id.p

Study Skills, Applied Academics, and Transitions Study Skills

Use of effective study skills is essential to help all learners achieve in school, particularly students who struggle and those with mild to moderate disabilities (Hoover, Betty, & Patton, 2015).

Types of Study Skills

There are various types of study skills including reading at different rates, being a good listener, effective note taking and outlining, report writing, be able to present oral presentations, using graphic aids, effective test taking, utilizing a library, locating and using reference materials, effective time management, using organizational skills, and managing behavior.

Applied Academics

Reference Page

Special Education: An Introduction to Teaching Students With Special Needs

Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2018). Strategies for teaching learners with special needs (11th ed.). Upper Saddle River, NJ: Pearson.