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Disability Areas

Significant Learning Disability (SLD)
Specific Learning Disabilities means a severe learning problem due to a disorder in one or more of the basic psychological processes involved in acquiring, organizing, or expressing information that manifests itself in school as an impaired ability to listen, reason, speak, read, write, spell, or do mathematical calculations or reasoning, despite appropriate instruction in the general education curriculum.

Cognitive Disabilities (CD)
Cognitive Disability refers to sub-average general intellectual functioning existing concurrently with deficiencies in adaptive behavior and that adversely affects educational performance.  Must meet criteria in all three areas:
Intellectual functioning
Adaptive functioning
Academic functioning

Emotional Behavioral Disability (EBD)
Emotional Behavioral disability means social, emotional, or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that adversely affects a child’s academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills.  Behavior concerns must be severe, chronic, and frequent and evident in school and one other setting (home or community).

Other Health Impairment (OHI)
Other Health Impaired means having limited strength, vitality or alertness due to chronic or acute health problems and which adversely affects a child’s educational performance.  Some examples are:  asthma, attention deficit/hyperactivity disorder, epilepsy, diabetes, heart conditions, lead poisoning, tuberculosis, etc.

Traumatic Brain Injury (TBI)
Traumatic Brain Injury means an acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psycho-social impairment, or both, that adversely affects a child’s educational performance.

Autism (A)
A student can have a medical diagnosis or qualify through the criteria. Focus is on 3 criteria:
Significant difficulty in interacting with people and/or events
Social communication is significantly delayed/disordered
Demonstrates at least one of the following characteristics: abnormal development patterns in acquisition of motor, sensory, social or learning skills abnormalities in thinking process and ability to generalize learning, abnormal response to sensory input, demonstrates significant distress over change, a need for routine &/or preoccupation with objects.

Hearing Impairment (HI)
Hearing Impairment, including deafness, means a significant impairment in hearing that adversely affects a child’s educational performance including academic performance, speech perception and production, or language and communication skills.

Visual Impairment (VI)
A visual impairment means that, even after correction, a child’s visual functioning significantly affects his or her educational performance.

Orthopedic Impairment (OI)
Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance.

Speech and Language (SpL)
Speech or language impairment means an impairment or speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. Also, the student must meet at least one of the following:
Significant deficiency in conversational intelligibility
One or more phonological patterns are at least 40% disordered
Voice impairment over time
Fluency disorder demonstrated
Significant inadequacy of primary mode of communication

Significant Developmental Disability (SDD)
Significant development delay applies to children ages 3-5 who are experiencing significant delays in the areas of physical, cognitive, communication, social-emotional, or adaptive development. This category is being changed by extending the age. Focus is on a broad-based, general pattern of delay which does not fit into any of the 10 specific impairment categories.