The Individuals with Disabilities Education Act specifies 13 disability categories that quality a child for special education and related services. These categories include:
- Autism Spectrum Disorder (ASD)
Children with ASD often face challenges in communication, social interactions, and repetitive behaviors. In an educational setting, these challenges may manifest as difficulty understanding nonverbal cues, struggles in initiating or maintaining conversations, and a preference for routines. This can lead to difficulties in making friends, participating in group activities, and engaging in collaborative learning.
Intervention and support for children with ASD in schools often include the use of visual aids, social skills training, and structured routines to promote predictability and reduce anxiety. Additionally, speech and language therapy can help improve communication skills, while occupational therapy may address sensory sensitivities and motor coordination issues.
- Specific Learning Disability (SLD)
Specific Learning Disabilities encompass difficulties in one or more academic areas such as reading, writing, or math. SLD can affect a child’s ability to read, write, listen, speak, reason, or do math. Dyslexia and Dyscalculia are examples of SLD.
Students with SLD may require specialized instruction and accommodations to address their unique learning needs. This may involve using multisensory teaching methods, providing additional time for assignments and tests, and offering assistive technology like text-to-speech software or calculators.
- Emotional Disturbance (ED)
ED refers to emotional or behavioral challenges that significantly impact a child’s educational performance. Children with ED may exhibit behaviors such as aggression, withdrawal, or hyperactivity, making it difficult for them to focus on academics and form positive relationships with peers and teachers.
Children with ED may benefit from counseling or therapy to address their emotional and behavioral needs. Behavior intervention plans, positive behavior supports, and social-emotional learning programs can help manage their behaviors and create a supportive environment in the school.
- Speech or Language Impairment (SLI)
Students with SLI may have difficulty articulating speech sounds, understanding language, expressing ideas, or following instructions. This can impact their ability to communicate effectively, participate in class discussions, and comprehend academic content.
Speech-Language therapy is a common intervention for children with SLI, focusing to improve their speech intelligibility, language comprehension, and communication skills. Educators can also implement strategies such as providing visual cues and simplifying instructions to support their learning.
- Visual Impairment (VI)
Visual Impairment includes a range of visual challenges, from partial sight to blindness, that can affect a child’s access to visual information in the learning environment. Students with VI may encounter difficulties reading printed materials, participating in visual demonstrations, or navigating the physical environment.
To accommodate students with VI, schools can provide accessible learning materials, such as braille or large print, and offer assistive technology, like screen readers or magnifiers. Orientation and mobility training can also help them navigate the school safely.
- Hearing Impairment (HI)
HI refers to varying degrees of hearing loss, from mild to profound. Children with HI may struggle to hear instructions, participate in class discussions, and access auditory information.
Support services for students with HI include the provision of sign language interpreters, captioning, and assistive listening devices. Schools may also implement visual aids and promote face-to-face communication to enhance their learning experience.
- Intellectual Disability
Intellectual Disability refers to significant limitations in both intellectual functioning and adaptive behavior, leading to challenges in learning and independent functioning. Diagnosis evaluations usually include standardized tests, assessment of adaptive behavior, and reviewing the child’s developmental history.
Support services for students with ID can include a modified curriculum and instructional support, small group instruction, assistive technology for learning, life skills education, and behavioral support and intervention.
- Orthopedic Impairment
Children with Orthopedic Impairment have physical abilities that affect their mobility or motor skills. Children with an orthopedic impairment may have difficulties navigating their environment or completing work in the same manner as their peers.
Support services with these students includes the use of assistive devices or adaptive equipment, physical and/or occupational therapy, an accessible classroom and school environment, and an individualized physical education program.
- Traumatic Brain Injury (TBI)
TBI results from an external force causing brain dysfunction. TBI can impact a child’s learning through cognitive impairments, academic struggles, and behavioral changes, resulting in difficulties completing work and interacting with peers.
To accommodate students with TBI, schools can provide cognitive rehabilitation, specialized academic instruction, physical, occupational, or speech therapy, and classroom accommodations for memory and attention difficulties.
- Other Health Impairment (OHI)
OHI refers to chronic or acute health conditions that limit a child’s strength, energy, or alertness and negatively impact their educational performance. Students with OHI, such as ADHD, may have difficulty focusing on tasks or paying attention. A child with OHI due to a physical condition like asthma, however, may experience instead frequent absences, limiting their classroom engagement and extracurricular participation.
Supports for student with OHI include flexible scheduling for medical appointments, modified physical activities, accessible facilities and equipment, occupational therapy, and homebound or hospital instruction, if necessary.
- Deaf-Blindness
Deaf-Blindness is the simultaneous hearing and visual impairments that cause severe communication and learning challenges. Children with deaf-blindness can have difficulty accessing the general curriculum and interacting with peers.
Accommodations for children with deaf-blindness include intervention support, tactile communication systems, environmental modifications for accessibility, and individualized communication plans.
- Multiple Disabilities
Multiple disabilities occur when a child has two or more disabilities that significantly affect their educational performance. Diagnosis evaluations involve assessments by specialists in each relevant disability area.
Common accommodations to support children with multiple disabilities can vary based on the disability and severity. Speech Therapy, Occupational and Physical Therapies, and assistive technology can all be used to support students with multiple disabilities.
- Children Aged 3-9 Experiencing Developmental Delay
Children aged 3-9 who experience developmental delays may not yet fit into a specific disability category, but still require intervention services to address developmental delays. This disability category can be diagnosed through assessments by intervention specialists and educators.
Common accommodations include intervention services tailored to the student’s developmental needs, occupational therapy, speech therapy, and individualized support plans.
In addition to the 13 disability categories outlined by IDEA, the state of Tennessee recognizes “gifted” as an additional category that qualifies a student for an IEP. Gifted students, also know as intellectually gifted, demonstrate exceptional abilities and potential in one or more areas such as academics, creativity, leadership, or the arts. These students often require specialized educational accommodations and supports to help them reach their full potential.
Accommodations for gifted students may include advanced or accelerated coursework to challenge and engage their advanced abilities, enrichment activities to foster creativity and exploration, and opportunities for independent research projects.
Navigating the IEP process and understanding the different disabilities categories can be overwhelming. By working together, parents, educators, and advocates can ensure that children with disabilities receive the support they need to thrive in school. Each child is unique, and tailoring educational plans to their specific needs is crucial for their success and growth.