Autism (AU): a developmental disability which
significantly affects a child's ability to communicate, process sensory
information and interact socially. Some students with autism have
average to above-average cognitive ability, while others may function in
the mild to severe range of intellectual disability.
Deaf-blindness (DB): means hearing and visual impairments that occur together,
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.
Deafness (DF): means a hearing impairment that is so severe that
the child is impaired in processing linguistic information through hearing, with
or without amplification, that adversely affects the child’s educational
performance.
Developmental delay (DD): means a child aged three through seven, whose
development and/or behavior is delayed or atypical, as measured by
appropriate diagnostic instruments and procedures, in one or more of the
following areas: physical development, cognitive development, communication
development, social or emotional development, or adaptive development, and who,
by reason of the delay, needs special education and related services.
Hearing impairment (HI): an impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but that
is not included under the definition of deafness in this section.
Intellectual disability (ID): significantly subaverage general intellectual
functioning that adversely affects a child’s educational performance existing
concurrently with deficits in adaptive behavior and manifested during the
developmental period.
Multiple disabilities (MU): two or more disabilities occurring together
(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 special education programs solely for one of
the impairments. Multiple disabilities does not include deaf-blindness.
Orthopedic impairment (OI): a severe physical 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, etc.), and impairments from other causes (e.g., cerebral
palsy, amputations, and fractures or burns that cause contractures, etc.)
Other health impairment (OHI): having limited strength,vitality or
alertness, including a heightened alertness toenvironmental stimuli, that
results in limited alertness with respectto the educational environment,
that--
- 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’s Syndrome, etc.; and
- Adversely affects a child's educational performance.
Serious emotional disability (ED): 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 make educational progress 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.
Serious emotional disability includes schizophrenia. The term does not apply
to children who are socially maladjusted, unless it is determined that they have
an emotional disturbance as described. Specific Learning Disorder (LD) is 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 impaired ability to listen, think,
speak, read, write, spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
Specific learning
disability does not include learning problems that are primarily the result of
visual, hearing, or motor disabilities, of mental retardation, of serious
emotional disturbance, or of environmental, cultural, or economic disadvantage.
Speech or language impairment (SI): A communication disorder, such as an impairment in fluency, articulation,
language, or voice/ resonance, that adversely affects a child's educational
performance. Language may include function of language (pragmatic), the content of
language (semantic), and the form of language (phonologic, morphologic, and
syntactic systems). A speech or language impairment may result in a primary disability or it may
be secondary to other disabilities. Traumatic brain injury (TB): 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. Traumatic brain injury 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. Traumatic brain injury does not
apply to brain injuries that are congenital or degenerative, or to brain
injuries induced by birth trauma.Visual impairment (VI): (including blindness) an impairment in vision that,
even with correction, adversely affects a child's educational performance. The
term includes both partial sight and blindness. A visual impairment is the
result of a diagnosed ocular or cortical pathology.
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