1. AUTISM
1.1. Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally before age three, that adversely affects a child's emotional performance.
1.1.1. Intervention: Allowing student to stand or take walks as needed to prevent frustration, keeping routine, building trusting relationships, modifying day and learning schedule based on behaviors and participation, allowing student to perform tasks independently if small group settings become overwhelming.
2. DEAF-BLINDNESS
2.1. 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 solely.
2.1.1. Intervention: Utilizing Speech Therapy services to help with communication techniques. using smaller groups and calm settings for ideal learning environment.
3. DEAFNESS
3.1. 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.
3.1.1. Intervention: Utilizing amplification system as needed, using visual learning techniques, using cards or dry erase board, using sign language and posting basic needs/answers for entire classroom to learn,
4. DEVELOPMENTAL DELAY
4.1. Children from birth to age three and children from three to 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 behavioral development.
4.1.1. Intervention: Allowing student to work at own pace, allowing time to process and perform task, assigning less work load, encouraging peer interactions, encouraging participation in Art, Music, Physical Education.
4.2. Case Study: Ashley is a mild mannered 11 year old girl who attends a small public school. She has been with her classmates from kindergarten up to her current fifth grade year. Ashley has been diagnosed with Developmental Delay and began utilizing special education IEP services in the first grade. Ashley is very small in size as compared with her peers and demonstrates cognitive and emotional delays as well. She lacks the ability to distinguish authority from peers and depends heavily on her assigned daily paraprofessional to assist her with her daily tasks while at school. Ashley spends 75 percent of her day in the Resource Room working in small groups or one-on-one on her assignments. She is not shy about interacting with peers and they are understanding (and even help politely with redirection when she is emotionally inappropriate) as they have advanced through grades with each other. She starts the day, participates in lunch, Art. Music, Physical Education and special events, and ends each day with her peers. It is expected that Ashley will continue to need further resources as the cognitive gap widens between her and her peers.
5. EMOTIONAL DISTURBANCE
5.1. 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) inability to learn, b) inability to build relationships, c) inappropriate types of behavior or feelings under normal circumstances, d) general pervasive mood of unhappiness or depression, e) tendency to develop physical symptoms of fears associated with personal or school problems.
5.1.1. Intervention: Building trust and routine to ease stress, centering learning activities around areas of interest to make learning "fun", encouraging small group or one-on-one peer interactions.
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".
6.1.1. Intervention: Utilizing visual and written instruction, using hearing amplification devices and keeping background noises to a minimum during instruction and tasks.
7. INTELLECTUAL DISABILITY
7.1. 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.
7.1.1. Intervention: Patience with learning and explanation of tasks in short, easy steps, allowing fewer number of problems for completion, allowing breaks and reward system.
8. MULTIPLE DISABILITIES
8.1. Simultaneous impairments, the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for on of the impairments.
8.1.1. Intervention: Utilizing Speech, Occupational, Physical Therapy services as needed, keeping structure and daily routine.
9. ORTHOPEDIC IMPAIRMENT
9.1. A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes.
9.1.1. Intervention: Allowing student late entry and early dismissal to classes to allow for less congestion and easier access. Placing locker and desk in an area with clear route to/from door.
9.2. Case Study: Seth is a seven year old boy with the orthopedic impairment, Muscular Dystrophy. He attends the public elementary school and is in the second grade. Seth is an intelligent boy and keeps up academically with his peers. Due to his diagnosis, Seth has an IEP with modifications made specifically for him to ensure he can be successful in the school setting. Seth is allowed to enter school early each morning in order to have an obstacle free path in the hallways. A paraprofessional meets him at the door in the morning and assists him with carrying his backpack while he walks himself utilizing arm crutches. Seth is very upbeat and interacts appropriately with his peers. He utilizes the school Resource Room to catch up on assignments due to missing school often for appointments. A paraprofessional assists him for several hours a day helping with brace fittings, and getting his wheelchair when he's tired or going outside with his peers. His desk is located next to an obstacle free path to the hallway. Seth preforms above average intellectually and practices inclusion with his peers for over 90 percent of the day. At day's end, Seth is excused a little early and the paraprofessional assist him to his mother's vehicle.
10. OTHER HEALTH IMPAIRMENT
10.1. Having limited strength, vitality, or alertness, including heightened alertness or environmental stimuli, that results in limited alertness with respect to the educational environment that is due to a chronic or acute health problem and that adversely affects a child's educational performance.
10.1.1. Intervention: Being flexible and scheduling tasks during most alert periods (this may change daily).
11. SPECIFIC LEARNING DISABILITY
11.1. 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 do mathematical calculations.
11.1.1. Intervention: Allow extended time for processing and completion of tasks. Repetition and routine, keeping familiarity to every day routine.
12. SPEECH OR LANGUAGE IMPAIRED
12.1. A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.
12.1.1. Intervention: Utilizing Speech Therapy services, taking advantage of non verbal communication (i.e. cards, dry erase board, technology with prerecorded phrases).
13. TRAUMATIC BRAIN INJURY
13.1. An acquired brain injury 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.
13.1.1. Intervention: Keeping groups small and noises/ distractions to a minimum. Allowing extended time to comprehend and complete tasks.
14. VISUAL IMPAIRMENT INCLUDING BLINDNESS
14.1. An impairment in vision that, even with correction, adversely affects a child's educational performance.
14.1.1. Intervention: Utilizing braille and/or utilizing "speaking" computers and computer programs that recognize voice commands.