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Categories of Disabilities 1

EDUCATOR QUICK REFERNCE GUIDE FOR CATEGORIES OF DISABILITIES


High-Incidence Disabilities frequently occurring disabilities that make up 8% of school-age
children (Bryant, Bryant, & Smith).

DEFINITION
DISABILITY RELEVANCE CHARACTERISTICS STRATAGIES
(IDEA 04)
A disorder in one or more of Forms the largest category of Unexpected Encourage generalization
the basic psychological disabilities with approximately Underachievement by making clear
processes involved in 5% of students in public preform at least two years connections to familiar
understanding or in using schools have the disorder below their peers problems and those that
language, spoken, or written, which equals approximately Students can be week in are new.
that may manifest itself in an 40% of students identified with multiple areas at the same Teach strategies to help
imperfect ability to listen, think, deficiencies (Bryant et al., time, like; language, them identify, organize
speak, read, write, spell or do 2017). reading, writing, and math and remember information
mathematical calculations. Resistant to treatment to help with memory
SPECIFIC LEARNING Includes dyslexia and aphasia Difficult to Teach Could benefit from
DISABILITY (Bryant et al., 2017). Have memory deficits assistive technology to
Unable to follow social complete assignments
conventions or predict Pair students with other
consequences peers to improve on social
Inattentive skills
Distractible
Unmotivated
Disorganized

A communication disorder, Accounts for 18.2% of students Problems with articulation,


such as stuttering, impaired between 6 and 12 who have fluency, and voice
articulation, a language been identified with a Much slower at developing
impairment, or a voice disability. Considered 2nd language skills
SPEECH OR impairment, that adversely largest category of disabilities. Can have difficulty
LANGUAGE affects a childs educational In total about 2.8% of the total pronouncing words or with
performance (Bryant et al., school-age population
IMPAIRMENTS 2017). experiences the disorder
stuttering.

(Bryant et al., 2017).

Mental retardation (wording of Almost 1% of students in the Have cognitive abilities Will need supports to
INTELLECTUAL IDEA Legislation) means that United States are identified as significantly below average function in society
children have a significant sub having an intellectual disability. Can benefit from assistive
DISABILITY average general intellectual Most of the students identified technology to bridge the
functioning, existing
Categories of Disabilities 2

concurrently with deficits in will fall under the mild level Usually have an gaps between functional
adaptive behavior and (Bryant et al., 2017). intelligence quotient (IQ) limitations and
manifested during the below 100 independence
developmental period, that Classified into three levels: Provide explicit, systematic
adversely affects a childs o Mild able to instruction many need to
educational performance. function in society target life skills
Also considered when o Moderate can Work on forming
discussing this disability, is the have some friendships with others
ability of an individual to independence
develop adaptive abilities and with supports
the amount of supports they o Severe
will need. Includes fragile X continuous need
syndrome, Down Syndrome, for support
phenylketonuria (PKU) and Adaptive skills, like, eating,
fetal alcohol syndrome (Bryant dressing, going to the
et al., 2017). bathroom, mobility,
managing money and
medications pose
difficulties.
A condition exhibiting one or Slightly less than 1% of all Lack appropriate social Could benefit from
more of the following children experience EMD. It skills instruction in social skills
characteristics over a long counts for approximately 6.2% Can demonstrate Could by put into
period of time and to marked of school-aged children antisocial behavior cooperative groups to
degree adversely affects a between 6 and 21. including impulsivity and interact with peers
childs educational experience. poor interactions with Teachers should show that
There needs to be an inability Fall under three categories of others they car and our there to
to learn that cannot be behavior: Can experience feeling of support them
explained by any other Externalizing defeatism, depression, Instruction in lessons
cognitive function. There can uncontrolled acting out, and anxiety. should be explicit and
be a lack of ability to maintain can be aggressive, Often withdrawn provide them with
interpersonal relationships argumentative, impulsive, Can have tantrums, be performance strategies.
EMOTIONAL with others. The mood of the and manipulative. Can aggressive and
DISTRUBANCE individual is general engage in bulling and noncompliant
unhappiness and depression. victimization of peers. Usually perform poorly on
Lastly, they can develop Internalizing are usually academics
physical symptoms related to withdrawn, lonely,
fears and personal or school depressed and anxious.
problems (Bryant et al., 2017). Can have anorexia,
bulimia, depression and
an anxiety disorder
Low-incidence includes
schizophrenia or delusions
hallucination, and
incoherence (Bryant et al.,
2017).
Categories of Disabilities 3

Low-Incidence Disabilities frequently occurring disabilities that make up 8% of school-age


children (Bryant, Bryant, & Smith).

DISABILITY DEFINITION RELEVANCE CHARACTERISTICS STRATAGIES

MULTIPLE SEVERE Has concomitant impairments Largest group of low-incidence Limited speech or Will need extensive
(such as mental retardation- disorders. At 0.23% incidences communication supports from different
DISABILITIES blindness or mental the category is relatively low. Difficulty with physical individuals and systems
retardation-orthopedic The disabilities included in the mobility Can benefit from assistive
impairments), the combination category can vary state to state Can be forget skills when technology to
of which causes such severe (Bryant et al., 2017). not used communicate, to increase
educational needs that they Has trouble transferring independence, to control
cannot be accommodated in skills to different activities their environment, for
special education programs Will need support for daily greater mobility and to
(Bryant et al., 2017). basic needs access information
May experience medical Will also need training in
problems, like seizures, life skills
vision and hearing
problems, heart issues
and cerebral palsy

HEARING Experience severe and Approximately 1 in 1,000 Cannot hear sounds at Help them to connect with
profound hearing loss from babies are born deaf and different ranges on an the Deaf community to
IMPAIRMENTS heredity, diseases like several other have sever losses audio test find comradery
(INCLUDES infections and meningitis, in hearing. In 2014 it was Almost 25% of children Could benefit from
trauma, medications, long-term reported that 0,15% of the
DEAFNESS) exposure to loud noises and population or 78,448 students
with hearing loss learning American Sign
experience additional Language - using hand
aging have a disability related to disabilities (Bryant et al., signals, facial expressions
hearing loss. 2017). and posture to
Types of loss: communicate
1. Conductive due to May require help from a
blockage or damage to hearing device
the outer or middle May want to develop a way
ear. Some conditions to communicate in class
can be temporary, and by using visual cues
others can benefit Can benefit from visuals
from surgery. on assignments or posted
2. Sensorineural can be
referred to as nerve
Categories of Disabilities 4

deafness. Can have in the classroom to outline


some hearing rules and procedures.
depending on the
frequency of the
sound.
(Bryant et al., 2017)

ORTHOPEDIC Sever orthopedic impairment Some 61,716 students or Epileptics can experience Assistive technology can
that adversely affects a childs almost 0,12% of all school-age seizures, loss of be beneficial for mobility
IMPAIRMENTS educational performance. children have physical consciousness or Can benefit from home-
Includes impairments caused disabilities that require special experience auras bound services when
by congenital anomaly, education services. Can experience chronic missing school
impairments caused by Two types: pain Sitting can exacerbate
disease, and impairments from 1. Neuromotor Could have more frequent condition so need to move
other causes, such as cerebral impairments can absences around
palsy, fractures and burns have damage to Can experience distortions May need wedges or
(Bryant et al., 2017). central nervous in the environment pillows to help them get
system (brain and Cerebral palsy can cause comfortable
spinal cord). Includes: spasms and involuntary Needs to be able to
epilepsy, cerebral movements efficiently navigate through
palsy, muscular their environment must
dystrophy, polio and by ADA compliant in
spina bifada. schools
2. Muscular/skeletal
conditions juvenile
arthritis and limb
deficiencies are
examples (Bryant et
al., 2017).

OTHER HEALTH Can have chronic illness or This category of disability has May be constantly under a May need to provide home
infectious disease that cause been increasing. Between treatment plain schooling to keep them
IMPAIRMENTS limited strength, vitality or 2002 and 2010 it went from Fatigue academically up to date
(INCLUDES ADHD) 64 alertness, including a 291,850 to 371,617 (Bryant et Chronic absences Can use technology to
heightened alertness to al., 2017). Lack of attention bring the student into the
environmental stimuli, that Lack of muscle control classroom when at home
results in limited alertness with or in the hospital
Loss of physical
respect to the educational
coordination
environment that is due to
May need to take
chronic or acute health
medications at various
problems. Health problems
times throughout the day
include Asthma, ADHD,
diabetes, epilepsy, heart
conditions, hemophilia, lead
Categories of Disabilities 5

poisoning, Tourette Syndrome,


sickle cell anemia and types of
cancer (Bryant et al., 2017).

VISUAL IMPAIRMENTS Blindness or lack of vision About 285 million people are Have trouble seeing Those with partial vision
refers to a condition that visually impaired world wide distances will use an add such as
(INCLUDES cannot be corrected with and of those 39 million are Peripheral vision can be glasses
BLINDNESS) glasses or contact lenses. identified as blind. Today over damaged Can benefit from assistive
Some people may be partially 64% of students spend over technology to magnify
blind which limits their ability 80% of their school days in the words and images on
to function in and educational regular education classroom paper or the computer
setting. while receiving special If they have residual sight,
education supports (Bryant et then can benefit from
al., 2017). training and practice
Documents in large print
may also be helpful
Could benefit from books
on tape

AUTISM SPECTRUM The federal government does Center for Disease Control and Children experience Collaboration between
DISORDER not yet recognize the five types Prevention estimates that 1 in deficits in social-emotional classroom teachers and
of Autism Spectrum disorder. 68 individuals or about 1.5% of reciprocity, in nonverbal special education teacher
The DSM-5 defines autism as a children may have ASD. communication behavior must happen
persistent deficit in social used for social interaction, May use assistive
communication and social Five types of ASD include: and developing and technology
interaction across multiple 1. Autistic disorder or maintaining, and Break down skills into
contexts. (Bryant et al., 2017). autism understanding steps
2. Childhood relationships Using prompting for tasks
disintegrative disorder Can engage in repetitive and slowly phase out to
(CDD) patterns of behavior, encourage independence
3. Aspergers syndrome interests, or activities. Develop ways to
4. Rett syndrome Symptoms usual manifest communicate effectively
5. Pervasive before age 2 When providing instruction
developmental Make little to no eye be as literal as possible
disorder (PDD-NOS) contact, looking at, or Can use role play to help
listening to others them with social situations
Has issues with sharing
Can isolate themselves
and fail to interact with
others, believed to live in
their own world
Do not respond when a
person wants their
attention
Categories of Disabilities 6

Prefers to gesture over


speaking for wants
Language can be delayed
or limited
Can repeat words called
echolalia
DEAF-BLINDNESS A dual sensory impairment or More than 1,600 across the Have deficiencies in a Strategies vary depending on
dual sensory loss that creates United States can be put into combination of hearing the level of severity for each
a unique condition in which the Deaf-blindness category. and vision loss sense. Those with some loss
some individual experiences Only about 430 students with Can experience other of vision can benefit from
both a hearing and visual loss. this condition will receive disabilities in combination techniques used for vision
Levels of loss can be mild, education in the general with the sensory deficits. disabilities while those who
moderate or severe in any type education classroom Bryant et have more of a loss of hearing
of combination (Bryant et al., al., 2017). can benefit from those
2017). disability techniques. Will need
additional supports for safety
and accessibility, as a result,
assistive technology is
recommended. May also
benefit from training in touch
to communicate.
TRAUMATIC BRAIN TBI happens when a bump, 1 in 20 of students Symptoms of TBI may be
blow, jolt or other head injury hospitalized with a severe delayed after an injury.
INJURAY causes damage to the brain. head trauma will suffer Can cause a headache,
Most occur due to car moderate to severe neck pain, nausea, ringing
accidents (Bryant et al., 2017). impairments. As of 2012 in the ears, dizziness, and
25,969 students with TBI tiredness
received special education Vomiting
services (Bryant et al., 2017). Convulsions or seizures
Slurred sleep
Weakness to limbs
Dilated pupils
Lack of attention or focus
Categories of Disabilities 7

References

Bryant, D. P., Bryant, B. R., and Smith, D.D. (2017). Teaching students with special needs in inclusive classrooms. Los Angeles, CA: Sage

Publication, Inc., 2017.

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