The “Individuals with Disabilities Education Act (IDEA) describes 14 disabilities and how each can affect a students performance in the classroom. Autism Deaf- Blindness Deafness Developmental Delay Emotional Disturbance Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech Or Language Impairment Traumatic Brain Injury Visual Impairment Including Blindness

Developmental disability significantly affecting verbal and nonverbal communication and social interaction Often engages in repetitive activities and stereotyped movements Resists changes in environment or daily routine Challenges interpreting nonverbal language Rigid adherence to rules Poor judge of personal space Trouble controlling emotions and anxieties

DEAF-BLINDNESS… Simultaneous hearing and visual impairments Causes severe communication Needs cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification at least 10% of classroom instructions may be missed can affect learning, speech, attention and emotional development affects reading, writing and academic performance

children aged three through nine, may…include a child who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development

An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. Some are identified as children who have a severe psychosis or schizophrenia.

Person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. Limitations will cause a child to learn and develop more slowly than a typical child. May take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. Signs of an intellectual disability… sit up, crawl, or walk later than other children; learn to talk later, or have trouble speaking, find it hard to remember things, not understand how to pay for things, have trouble understanding social rules, have trouble seeing the consequences of their actions, have trouble solving problems, and/or have trouble thinking logically.

Concomitant impairments (such as mental retardation-blindness, mental retardation- orthopedic impairment, etc.) Causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments People with multiple disabilities will need educational services targeting each area of disability.

Severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures) An educator might be required to meet the following accommodations… 1. Seating arrangements to develop useful posture and movements 2.Instruction that is focused on development of gross and fine motor skills 3.Ensuring suitable augmentative communication and other assistive devices 4.Adequate awareness of the student’s medical condition and its affect on the student

having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment Can range from attention deficit disorder (ADD) to life threatening illnesses like HIV or cancer ADD-disorder where children have trouble focusing their attention on one task for an extended time person does not necessarily need special education just because they have the condition

disorder in one or more of the central nervous system processes involved in perceiving, understanding and/or using concepts through verbal (spoken or written) language or nonverbal means. manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence and emotional maturity.

Communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance Interruption in the flow or rhythm of speech such as stuttering Trouble forming sounds Difficulties with the pitch, volume, or quality of the voice; Trouble using some speech sounds

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance Cognitive, physical, and emotional effects that interfere with academic performance and social interactions may be seen long after the concussion Cognitive difficulties include problems with logic, thinking, and reasoning The student may have slower response times, difficulty focusing their attention, short- term and long-term memory loss, and trouble learning new material even though previous learning remains intact

An impairment in vision that, even with correction, adversely affects a child’s educational performance (includes both partial sight and blindness) Students with visual impairments may need additional help with special equipment and modifications in the regular curriculum Available technology to assist visually impaired students… -Large print materials -Books on tape -Brail books -Computers and low-vision optical and video aids