IDEA Disability Categories
Emotional Disturbance
http://www.pbis.org/
http://www.projectidealonline.org/v/emotional-disturbance/
African American students are more likely to be
diagnosed, possibly due to racial bias
7.7% of 461,055 students receive SPED assistance
Differentiated tasks can help students
to choose an activity to plays into their
strengths and reduces the likelihood of
a maladaptive behavior
Positive reinforcement of positive behavior
Wraparound planning
focused in collaboration between student
support members to create a support
system for the student based on their
strengths
Highly unique to the student, characteristics
that place students into this category are:
-Responds to situations with inappropriate emotion or behavior
-Difficulty maintaining personal relationships
-No intellectual or sensory cause
-Can include mental illnesses such as schizophrenia
Developmental Delay
http://www.dec-sped.org/
http://www.projectidealonline.org/v/non-categorical-developmental-delay/
No data available
Student should be involved as much as
possible in activities and have these activities
adapted to fit their needs.
Regular opportunities to evaluate the child
are important to continuing to adapt teaching
methods.
Children are young and vary greatly in deficits,
strategies are unique to the student
Category for students 3-9 who have
delays in physical, cognitive, communicative
social emotional, and/or adaptive development
Deaf-blindness
http://www.aadb.org/
http://www.projectidealonline.org/v/deaf-blindness/
0.3% of total SPED students
1,667 students received SPED support
Partnering with guardian for communication system
Provide ample time for student to respond
Allow the student to have control of exploration
Sensory and touch are important for the student
to know that they have someone's focus
often is not the only disability
Can be developed or from birth
Many causes for condition
Microcephaly
Fetal alcohol syndrome
Trisomy 13
Down syndrom
Deafness/hearing Impairments
http://cdd.tamu.edu/
http://www.projectidealonline.org/v/hearing-impairments/
1.2% or 71,903 students are
receiving SPED support
Seating child close to speakers/teacher
Captioned video
Early implementation of visible communication or amplification
is important to reducing language delay
Build program with assistance from Audiologist
Types
Central
disfunction between brain stem and auditory cortex
Mixed
Mixture of conductive and sensorineural
Sensorineural
Damage to inner ear or auditory nerve, more permanent
Conductive
damage to the inner ear or auditory nerve
Causes
Traumatic
developmental abnormalities
Infections
Genetics
Autism spectrum disorder (ASD)
http://www.autismspeaks.org/about_us.php
http://www.projectidealonline.org/v/autism/
Prevalence has been increasing,
it is not clear if this is due to
improved diagnostics or an increase
in incidence.
10 in 10,000 children are on the
Autism spectrum
Targeted goal setting
Involve parents in the teaching
process and maintain strong
communication
Utilize daily schedules students
can follow and prepare from
Make clear distinctions from work
and play areas in classroom
Design classroom and work spaces
to include visual support
Communication function is often delayed, 50% of
individuals may never progress to spoken or symbolic
communication.
May experience repetitive behaviors,
self stimulating movements, resistance to change,
and differentiated reactions to sensory input
Neurodevelopmental disability that impacts
communication, social, and emotional behaviors.
Orthopedic Impairment
http://www.easter-seals.org/
http://www.projectidealonline.org/v/orthopedic-impairments/
1.1% or 68,188 receive SPED services
Accommodations for student to join the general
classroom should be made, these accommodation
decisions can be made with the help of the special education
teacher or other support persons
Few students have cognitive impairment
and should be included in general curriculum
as much as possible
Three categories
musculoskeletal disorders
Juvenile rheumatoid arthritis and limb
deficiency are examples
degenerative diseases
Muscular dystrophy, progressive muscle
weakness from degeneration of muscle fiber
Neuromotor impairments
Cerebral palsy and Spina Bifida
Can include limited limb movement, lose of urinary control
lost of proper alignment of spine
Abnormality or damage to the brain or nervous system.
Can be acquired at or before birth
Specific Learning Disability
https://ldaamerica.org/types-of-learning-disabilities/
https://www.ws.edu/student-services/disability/teaching/learning.shtm
Approximately 75% of SLD students have a
reading disability
47.4% of students in the US that are receiving
SPED services have an SLD condition
Differentiate lesson, assessment, and instruction methods
Ask questions that focus on the process
Model instructional practices
Feedback should be regular and detailed
Break learning into small steps
Neuologically-based processing problems that can cause
difficulties with learning.
All-inclusive term for the following conditions:
Nonverbal learning disability
Auditory processing disorder
Dyscalculia
Dysgraphia
Dyslexia
Intellectual Disability
http://www.aamr.org/
http://www.projectidealonline.org/v/intellectual-disabilities/
9.6% or 573,264 students receive SPED services
Specific verbal praise helps to guide the student towards
correct responses
physical and verbal prompts can be used to guide
the student.
provide many chances to practice in different ways
Small groups or one-on-one are preferred
Support memorization and sequencing
Teach one concept or component at a time
IQ of 50-70
deficits in both cognitive and adaptive behavior
Formally called "mental retardation"
Other Health Impairment
http://www.projectidealonline.org/v/health-impairments/
US DOE reports that 7.6% or 452,045 students
Receive SPED services for OHI
Practice goal setting
Post schedules so students are able to plan
and stay on track for the next activity or transition
Allow extra time for testing and in-class work
Teach multiple strategies for students to organize
their thoughts and work
Allow for extra time in transitions
Conditions in this classification:
Nephritis
Sickle cell anemia
Rheumatic fever
Leukemia
heophilia
Cardiac conditions
Epilepsy
Diabetes
Asthma
Attention Deficit Hyperactive Disorder
A classification that includes conditions
that affect strength, energy, or alertness.
Multiple Disabilities
http://www.cec.sped.org/
http://www.projectidealonline.org/v/multiple-disabilities/
2.2% or 132,333 students receive SPED services
Peer tutoring can be effective in some cases, as long
as the student is able to provide something to the process
Strengths and desires of the student should be considered
during the planning process
Planning for this student should include parents
teachers, physical therapists, assistive technology teachers
and other support staff
Umbrella term for students who have concomitant
impairments such as mental retardation-blindness.
This category includes the students with the most
severe impairments.
Visual Impairment/Blindness
http://www.aerbvi.org/
http://www.projectidealonline.org/v/visual-impairments/
5,500 are braille readers
55,200 students are legally blind
93,600 students are visually impaired or blind
Approximately 12 in 1,000 students under the
age of 18 are visually impared, though this could
be inaccurate due to students with visual impairments
being categorized in other disabilities.
Materials should be adapted to conform to the student's
needs
Position the student in the classroom to maximize their
effectiveness
Work to build curriculum that will encourage students to
work independently and learn to advocate of help
Maintain consistency in the layout of the classroom
Encourage independence when possible
Charactersitics
Causes:
Trauma
infection
cortical visual imparment
diabetic retinopathy
macular degeneration
retinal detachment
cataracts
retinopathy
glaucoma
Describes a loss of sight
Traumatic Brain Injury
http://www.biausa.org/
http://www.projectidealonline.org/v/traumatic-brain-injury/
180 in 100,000 children under 15 years
experience TBIs
80,000-90,000 of the TBIs result in permanent damage
475,000 children total
Keep the classroom environment free from distractions
Evaluate skill and provide practice as needed
Avoid figurative language
Model, voice, and provide several examples of ideas
and concepts
Repetition and consistency in message and routine
Condition may cause
Social skill development limitations
behavioral symptoms
Cognitive symptoms
Medical/neurological symptoms
Many children do not show visible impairments
after a head injury. Often cause impairment of
cognitive function, communication, social changes
Speech or Language Impairment
Resources
http://www.asha.org/
http://www.projectidealonline.org/v/speech-language-impairments/
Prevalence
55.2% of students ages 3-5 with a disability
receive speech and language support
20% of students receive SPED support, not
including students who are receiving support
for deafness
Strategies
Partner with speech-language pathologist
to incorporate student strategies into the
general classroom
Collaboration with the student's team is
crucial to the success of the student
Characteristics
Communication disorder that affects the ability talk, understand, read, and write.
Language impairments: Five types
Pragmatic
problems with understanding and using language
in social situations
Syntactic
difficulty in development of rules of word order and grammar
Semantic
poor vocabulary development, inappropriate use of word
Morphological
difficulties with morphological inflections, causing
interpretation issues
Phonological
significant deficit in speech production or perception
Speech impairments: Three types
Voice
difficulty with pitch, volume, resonance
or/and duration from issues with the larynx
Fluency
difficulty with rhythm and cadence, stutters.
Articulation
errors in production of
speech sounds
