1.1. A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.
2.1. 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.
3.1. For children from birth to age three and children from ages three through nine, 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.
4.1. 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.
4.4. Case Study: http://images.pearsonassessments.com/images/ca/rti/downloads/Megan.pdf
5. Intellectual Disability (ID)
5.1. Significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
5.4. Case Study: http://www.parentcenterhub.org/repository/intellectual/
6. Other Health Impairment (OHI)
6.1. Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.
6.2. Intervention/Accommodation: 1. physical independence, including mastery of daily living skills 2. self-awareness and social maturation 3. communication 4. academic growth 5. life skills training
6.3. Assistive Technology: For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.
7. Speech or Language Impairment
7.1. A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
9.1. 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.
9.4. Case Study: http://www.tcnj.edu/~technj/2006/deafblind.htm
10. Deafness
10.1. A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
11.1. 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.
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.
13.2. Intervention/Accommodation: Provide external devices and cues that the student can use to compensate for organization, memory, and motor deficits
13.3. Assistive Technology: Assistive devices can include technical equipment and materials such as tape recorders, calculators, electronic spellers, computers or word processors, augmentative communication devices, timers, alarms, and beepers or equipment for mobility.
14. Visual Impairment Including Blindness
14.1. An impairment in vision that, even with correction, adversely affects a child’s educational performance.
