Disabilities Defined Under IDEA

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Disabilities Defined Under IDEA by Mind Map: Disabilities Defined Under IDEA

1. an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

1.1. Interventions and modifications include: Providing visual stimulation (ex. reflective objects, teaching with bigger print). Providing written notes if child can't see the chalkboard. Providing a vision specialist.

2. Multiple Disabilities

2.1. Simultaneous impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.

2.2. Modifications and interventions include: Ensuring the physical arrangement of the classroom is safe. Social integration. Ensuring students respect differences. Successful IEP implementation. Safety plan.

3. Orthopedic Impairment

3.1. A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that cause contractures).

3.2. Interventions and modifications include: Special seating arrangements to develop useful posture and movements. Development of gross and fine motor skills through physical therapy and occupational therapy. Speech language pathologist. Adapted P.E.

4. Other Health Impairment

4.1. Interventions and modifications include: Creating physical independence. Mastery of daily skills. Life skills training. Allowing extra time for transitions. Clearly defined goals. Seating near teacher. Posted/consistent schedule. Assistive technology

4.2. Limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is 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 (b) adversely affects a child’s educational performance.

5. Developmental Delay

5.1. Delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive development.

5.2. Modifications and Interventions include: Speech therapy (helping students learn to control the muscles in the mouth, special communication devices). Occupational therapy (helping students with fine motor skills and sensory processing), Physical therapy (helping students with gross motor skills such as using their hand and feet, holding items, etc). Behavior therapy (focus on reducing problem behavior, anger management, and combating student withdrawal).

6. Hearing Impairment

6.1. An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

6.2. Modifications and interventions include: Directly face the student and be in close proximity. Get the student’s attention before speaking. Stand in one place if possible. Speak at a slow/moderate level and speak clearly. Give clear indications of the topic of conversation and alert the student to a change in topic. Avoid speaking while writing on the board. Use facial expressions, body language, and gestures. Rephrase (rather than repeat) message if the student has a difficult time understanding. Point to other students or say the name of the student who is asking a question or making a comment. Ensure good lighting is available in the room while controlling glare, Reduce background noise. Hearing aids. Interpreter. Sign language

7. Intellectual Disability

7.1. Significantly subaverage general intellectual functioning, existing at the same time with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

7.2. Interventions and modifications include: Quiet work space. Functional activities. Repetition. Low student-teacher ration. Hands on learning. Schedule that calls for sitting down and active activities.

8. Deafness

8.1. Hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification.

8.2. Modifications and interventions include: Hearing aids. Cochlear implant. TV captions. Sign language. Interpreter. Obtain attention before speaking to help with lip-reading. Reducing background noise and other auditory distractions. Specialized lighting. Flashing light alarms/other non-auditory systems. Speech to text translator. Supplemental instruction and services. I

9. Deaf/Blindness

9.1. Simultaneous hearing and visual impairments that cause sever developmental and educational needs. Needs that cannot be be accomodated in a programs solely for deaf or blind children

9.2. Interventions and modifications include: Small group or individual instruction. Learning by doing. Bonding with the child. Balancing interactions (my turn, your turn) to encourage responses. Safe environment/hazard removal. Using language to code existing concepts. Applying concept to other units throughout the year.

10. Autism

10.1. Developmental disability affecting verbal and nonverbal communication and social interaction. This can include repetitive activities, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

10.2. Interventions and modifications include: modification of events that led to behavior. Reinforcement training. Low student to teacher ratio. Teaching child social cues and bids. Modeling. Concise schedules. Self management

11. Speech or Language Impairment

11.1. A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.

11.2. Modifications include: Allowing written assessment over oral. Allowing the student time to speak without interruption. Note taking services. Peer tutoring.

12. Emotional Disturbance

12.1. A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a 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.

12.2. Interventions and modifications include: Support the student’s inclusion. Set clear behavioral rules and expectations for the entire class. Recognize the student's accomplishments. Encourage organization and routine. Extend the amount of time that a student is given to complete a particular task. Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one. Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time. Plan short review lessons or readiness activities to help orient the student to a particular learning task.

13. Traumatic Brain Injury

13.1. 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. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

13.2. Interventions and modifications include: Removing extra pencils and distractions, Break things into smaller chunks. Have the child do an oral recall for new info. Frequently repeating. Oral and written instruction. Memory work. Role play.

14. Visual Impairment

15. Specific Learning Disability

15.1. a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

15.2. Modifications and interventions include: Audio tapes. Large print worksheet. Oral instructions.