Exceptional Children: Categories of Disability
According to the Exceptional Children Division of North Carolina Department of Public Instruction, the Exceptional Children's program's mission is to ensure that students with disabilities develop intellectually, physically, emotionally, and vocationally through the provision of an appropriate individualized education program in the least restrictive environment.
According to the Policies Governing Services for Children with Disabilities, NC 1500-1.1 Goal and Purposes The goal of the State is to provide appropriate educational opportunity to all children with disabilities who reside in North Carolina. The purposes of this part are-- (a) To ensure that all children with disabilities, ages three through 21, have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepares them for further education, employment, and independent living; (b) To ensure that the rights of children with disabilities and their parents are protected; (c) To assist the local educational agencies, including state operated programs and charter schools, to provide for the education of children with disabilities; and (d) To assess and ensure the effectiveness of efforts to educate children with disabilities. (Authority: 20 U.S.C. 1400(d); 34 CFR 300.1) (NC Policies Governing Services for Children with Disabilities)
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) is the federal law and Article 9, Section 115C of the North Carolina General Statutes is the State law concerning the education of students with disabilities. Part B of the IDEA refers to the part of the law for children with disabilities who are ages three (3) through 21. The IDEA requires schools to provide parents of a child with a disability a notice containing a full explanation of the Procedural Safeguards (legal rights) available under the IDEA and the accompanying federal regulations. You can view and download a copy here: Procedural Safeguards: Handbook on Parents' Rights
There are 14 disabling conditions that are recognized the the NC Department of Public Instruction: autism, deaf-blindness, deafness, developmental delay (applicable only to children ages three through seven), hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disability, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness). These disabilities are described in greater detail and websites for additional information and strategies are listed below.
According to the Policies Governing Services for Children with Disabilities, NC 1500-1.1 Goal and Purposes The goal of the State is to provide appropriate educational opportunity to all children with disabilities who reside in North Carolina. The purposes of this part are-- (a) To ensure that all children with disabilities, ages three through 21, have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepares them for further education, employment, and independent living; (b) To ensure that the rights of children with disabilities and their parents are protected; (c) To assist the local educational agencies, including state operated programs and charter schools, to provide for the education of children with disabilities; and (d) To assess and ensure the effectiveness of efforts to educate children with disabilities. (Authority: 20 U.S.C. 1400(d); 34 CFR 300.1) (NC Policies Governing Services for Children with Disabilities)
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) is the federal law and Article 9, Section 115C of the North Carolina General Statutes is the State law concerning the education of students with disabilities. Part B of the IDEA refers to the part of the law for children with disabilities who are ages three (3) through 21. The IDEA requires schools to provide parents of a child with a disability a notice containing a full explanation of the Procedural Safeguards (legal rights) available under the IDEA and the accompanying federal regulations. You can view and download a copy here: Procedural Safeguards: Handbook on Parents' Rights
There are 14 disabling conditions that are recognized the the NC Department of Public Instruction: autism, deaf-blindness, deafness, developmental delay (applicable only to children ages three through seven), hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disability, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness). These disabilities are described in greater detail and websites for additional information and strategies are listed below.
Fourteen Categories of Disabilities
Specific Learning Disability
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Autism Spectrum Disorder |
Specific Learning Disability 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.
https://ncschoolpsychology.med.unc.edu/index.php/specific-learning-disability/ http://www.ldanc.org/ http://www.ncld.org/ http://www.ldonline.org http://www.hillcenter.org/ http://ldaamerica.org/types-of-learning-disabilities/ http://www.helpguide.org/home-pages/learning-disabilities.htm https://www.understood.org/en/learning-attention-issues/child-learning-disabilities Serious Emotional Disability
Serious emotional disability means 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.
Oppositional Defiant Disorder Depression Bipolar Disorder Conduct Disorder Disruptive Mood Dysregulation Disorder http://naminc.org/nn/publications/SED.pdf http://ec.ncpublicschools.gov/instructional-resources/behavior-support/resources/screening-and-evaluation-for-serious-emotional-disability Developmental Delay
Developmental delay 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.
http://ncchildcare.nc.gov/parents/pr_sn2_snc.asp http://www.beearly.nc.gov/ http://fsp.unc.edu/node/74 http://www.nectac.org/~pdfs/pubs/nnotes27.pdf http://ncchildcare.dhhs.state.nc.us/general/mb_headstart.asp Visual Impairment
Visual impairment, including blindness, means 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.
http://www.parentcenterhub.org/repository/visualimpairment/ https://www.nlm.nih.gov/medlineplus/visionimpairment andblindness.html Hearing Impairment
Hearing impairment means 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. The term “hard of hearing” may be used in this capacity.
Beginnings (Hearing Impaired) 1-800-541-4327 www.ncbegin.com Resource center for families of children ages birth to 21 who have a hearing loss. http://ada.ky.gov/hearing_imp_def.htm http://www.specialeducationguide.com/disability-profiles/hearing-impairments/ http://cirrie.buffalo.edu/encyclopedia/en/article/272/ https://www.naset.org/hearingimpairments2.0.html http://www.projectidealonline.org/v/hearing-impairments/ Deafness
Deafness 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.
http://www.specialeducationguide.com/disability-profiles/deafness/ http://handsandvoices.org/pdf/SpecEdLaw.pdf http://www.perkinsproducts.org/sites/default/files/assets/ downloads/publications/develop_effective_iep_mini_guide.pdf Orthopedic Impairment
Orthopedic impairment means 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.).
https://specialneedshandbook.wikispaces.com/ Orthopedic+Impairment http://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/ http://www.parentcenterhub.org/repository/cp/ http://therapystreetforkids.com/index.html Multiple Disabilities
Multiple disabilities means 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.
http://www.parentcenterhub.org/repository/multiple/ http://kc.vanderbilt.edu/kennedy_pdfs/TipSheets/ tipsheet_ClassroomInclusion.pdf http://www.unr.edu/ndsip/tipsheets/bestedpractices.pdf |
Autism Spectrum Disorder a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotypical movements, restricted interests, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
http://www.autism-society.org/ www.autism.com www.autismspeaks.org/tool-kit/school-community-tool-kit http://teacch.com/ http://www.ttac.vcu.edu/main/autism-spectrum-disorders/ http://raisingchildren.net.au/children_with_autism/children_with_ autism_ spectrum_disorder.html http://autismnavigator.com/resources-and-tools/ http://www.ecac-parentcenter.org/Autism-Spectrum-Disorder.aspx?sid=137&pid=130&red=yes http://www.erinoakkids.ca/Resources.aspx http://www.ideapartnership.org/using-tools/learning-together/collections.html?id=1592:autism-spectrum-disorder-collection-tools&catid=383:autism-spectrum-disorder-asd http://www.autism-help.org/index.htm http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html http://texasautism.com/blog/training/forms/
Other Health Impairment Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-- (i) 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 (ii) Adversely affects a child's educational performance.
http://www.parentcenterhub.org/repository/ohi/ https://www.naset.org/2278.0.html https://www.naset.org/otherimpairments2.0.html https://www.drnpa.org/wp-content/uploads/2012/10/can-a-child-with-a-chronic-health-impairment-or-serious-illness-get-special-help-from-their-school-.pdf Deaf-Blindness
Deaf-blindness 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
http://www.specialeducationguide.com/disability-profiles/deaf-blindness/ https://nationaldb.org/library/list/3 http://www.aadb.org/index.html Traumatic Brain Injury
Traumatic brain injury means an acquired injury to the brain caused by an external physical force or by an internal occurrence resulting in total or partial functional disability and/or psychosocial impairment that adversely affects a child's educational performance. Causes may include but are not limited to, open or closed head injuries, cerebrovascular accidents (e.g., stroke, aneurysm), infections, kidney or heart failure, electric shock, anoxia, tumors, metabolic disorders, toxic substances, or medical or surgical treatments. The brain injury can occur in a single event or can result from a series of events (e.g., multiple concussions). Traumatic brain injury also can occur with or without a loss of consciousness at the time of injury. Traumatic brain injury may result 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, but can include brain injuries induced by birth trauma.
http://www.ncdhhs.gov/assistance/disability-services/traumatic-brain-injury http://www.biausa.org/brain-injury-children.htm file:///C:/Users/amanda.hessel/Downloads/teaching.strategies.for. students.with.brain.injuries.pdf http://icahn.mssm.edu/static_files/MSSM/Files/Research/Centers/ Traumatic%20Brain%20Injury%20Central/TBIKIDS.pdf http://icahn.mssm.edu/static_files/MSSM/Files/Research/Centers/ Traumatic%20Brain%20Injury%20Central/focus3.pdf Intellectual Disability
Intellectual disability means significantly below average general intellectual functioning that adversely affects a child’s educational performance existing concurrently with deficits in adaptive behavior and manifested during the developmental period.
http://ec.ncpublicschools.gov/disability-resources/intellectual-disabilities http://www.arcnc.org/ http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/ IntellectualDisability.pdf http://www.projectidealonline.org/v/intellectual-disabilities/ http://www.ncdhhs.gov/assistance/disability-services Speech or Language Impairment
Speech or language impairment means 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.
http://www.asha.org/public/speech/development/schoolsFAQ/ http://www.education.com/reference/article/speech-language-impairments/ http://www.readingrockets.org/article/helping-children-communication-disorders-schools |