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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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The Autism Spectrum

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World renowned author and Autism Spectrum Disorder (ASD) advocate

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Temple Grandin: The world needs all kinds of minds

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Temple Grandin, diagnosed with autism as a child, talks about how her mind works -- sharing her ability to "think in pictures," which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade. "It's not unusual to have one or two kids on the spectrum in a classroom anymore," he explains. Cooper's experience reflects wider trends in the diagnosis of autism. In 2000, the Centers for Disease Control and Prevention estimated that one in 150 children were identified with the disorder. Today, that number is one in 68-with boys at five times higher risk than girls.

The diagnostic criteria for autism changed in 2013 with the latest edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-5). Previously, there were separate diagnoses for autism disorder, Asperger's syndrome, and other pervasive developmental disorders, says Clarissa Willis, associate professor of teacher education at the University of Southern Indiana and author of Teaching Young Children with Autism Spectrum Disorder. Today, DSM-5 puts them in all in one category as autism spectrum disorder (ASD).

"The criteria are much more comprehensive," explains Willis. "[ DSM-5] recognizes that autism is a spectrum. Children are going to have varying degrees of challenges with the common areas considered part of autism, including communication, behavior, social awareness, and sensory integration." Instead of "pigeonholing" children into subcategories, says Willis, DSM-5 focuses on how much support a child needs.

Willis points out that the push toward inclusive classrooms has also increased the number of children with ASD in the general education setting. "Inclusion only works insofar as the appropriate supports are set up for the child and the teacher," she says.

Those supports vary from child to child. Some can spend all day in the inclusion classroom, while others can manage just a half-day. Some students may have full-time aides. Others may be able to function with computer assistance, such as apps to help them communicate or learn social skills (see sidebar). And while technology can be a powerful tool, Cooper suggests using it judiciously. "With kids on the spectrum, it shouldn't be used as a crutch or a babysitter, but it can be used to help facilitate," he says.

With the guidance of Willis, Cooper, and several other educators trained in autism, we've compiled 10 strategies to help you support the varying needs of students on the autism spectrum.

1 | USE VISUALS. Using visuals can help students with ASD in a wide range of areas-from understanding rules to explaining social situations. For instance, Willis has found visual "if/then" cards to be particularly useful to address behavioral issues. Consider a student who loves to be on the computer but doesn't like to do math. On the "if" side of the card, you would include a picture that represents math. On the "then" side, you would show a computer. "Every time he starts to get off task, the teacher can just point to the card," Willis says.

2 | STRUCTURE YOUR DAY. Routines are doubly important for students who require a tight structure. In addition to a posted class schedule, students on the spectrum can benefit from a personal daily schedule with built-in visuals.

Willis points out that most children with ASD demonstrate "unbelievable inflexibility" when there are changes to a routine (think assemblies). You can add these deviances into students' schedules and provide extra transition time.

3 | TELL A SOCIAL STORY. Difficulties with social skills is a hallmark of ASD. Using "social stories," a technique developed by Carol Gray, president of the Gray Center for Social Learning and Understanding, can help guide students through interactions with peers and teach social norms. Willis had a student with autism who would become physical when it was his turn to use the computer and someone else was still on it. She created a story that taught him to ask for a chance to participate without pushing or shoving: "He would say to himself, 'When someone's on the computer, I ask them to stop. I count to 10.' "

4 | GO BEYOND THE "TEACHER LOOK." You know your disapproving 'teacher look' when the class is too loud?" asks Julie Van Alst, a special-needs teacher consultant in the Wexford-Missaukee Intermediate School District in Cadillac, Michigan. "Your student with ASD will likely not understand your look means you want your class to quiet down." Children with ASD have a difficult time reading nonverbal cues and gestures like facial expressions. Van Alst recommends using direct language to communicate exactly what you want the student to do.

5 | KEEP IT SIMPLE. Following a long set of directions is difficult for most students. It's especially challenging for a student who struggles with oral language processing, as is the case for many children on the spectrum. Both Cooper and Van Alst say it's crucial to keep oral directions short and to the point. Cooper uses key words like first and then. Van Alst says she gives only one or two directions at a time.

6 | INTEGRATE SENSORY ACTIVITIES. Most children with ASD are over- or under-reactive to sensory stimuli. Van Alst says the buzzing of fluorescent lights in the classroom or echoes in the cafeteria can be triggers for some students.

"We typically set the lights on halfway," says Christina Rodocker, an ASD teacher of grades 3-5 at Turtleback Elementary School in San Diego. Some of her students have scheduled sensory breaks every hour or two, which include playing with a stress ball, sitting with a weighted lap pad, chewing gum, or carrying a heavy backpack.

7 | TAKE A BREAK. Willis says that sometimes students just need a quiet place to retreat. "There should be a place in the classroom-not a place for punishment-where a student can go to take a break from the world," she explains. You can set up a spot in the back of the room with soft lighting for a getaway moment. "The only rule is, after you take a break, you have to finish what you were working on," adds Willis.

8 | CONSIDER PARENTS THE EXPERTS. As a stepparent of a child on the spectrum, Cooper knows about being on both sides of the teacher-parent relationship. He recommends you say to parents: "You're the expert. Help me get to know your kid." Cooper says parents of children on the spectrum can provide valuable insight into a child's routines, triggers, and the reasons behind behaviors. He collects information in various ways, including surveys.

9 | CREATE A CULTURE OF UNDERSTANDING. Cooper has had honest conversations about autism with all of his students to educate them about the disorder. He has two go-to books he recommends reading to upper-elementary and middle-school students to begin those discussions: Al Capone Does My Shirts, by Gennifer Choldenko, and Colder Than Ice, by David Patneaude. "When you're reading a particular section where behavior is demonstrated by a character, it's totally fine to point that out and ask, 'Why do you think this is?' " he says. "It brings it out in the open to have that discussion. Kids are empathetic."

10 | TREAT THEM AS CHILDREN FIRST. Van Alst says we shouldn't lose sight of the fact that "children with ASD are unique and wonderful individuals. They are first and foremost children." Treat them as you would any other student-tap into their interests, allow them to showcase skills, support them as needed, and celebrate their successes.
Click Here to Subscribe to Instructor Magazine Photo: Jodie Griggs, Flickr Select/Getty Images

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Teaching Students with Autism Spectrum Disorder | Scholastic

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade.

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Centers for Disease Control and Prevention

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Deciding if a child has ADHD is a process with several steps. This page gives you an overview of how ADHD is diagnosed. There is no single test to diagnose ADHD, and many other problems, like sleep disorders, anxiety, depression, and certain types of learning disabilities, can have similar symptoms.

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit the diagnosis. The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

The American Academy of Pediatrics (AAP) recommends that healthcare providers ask parents, teachers, and other adults who care for the child about the child's behavior in different settings, like at home, school, or with peers. Read more about the recommendations.

The healthcare provider should also determine whether the child has another condition that can either explain the symptoms better, or that occurs at the same time as ADHD. Read more about other concerns and conditions.

How is ADHD diagnosed?

Healthcare providers use the guidelines in the American Psychiatric Association's Diagnostic and Statistical Manual, Fifth edition (DSM-5), to help diagnose ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities can also help determine how many children have ADHD, and how public health is impacted by this condition.

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Combined Presentation: if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months

Predominantly Inattentive Presentation: if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months

Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.

Because symptoms can change over time, the presentation may change over time as well.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity.

For more information about diagnosis and treatment throughout the lifespan, please visit the websites of the National Resource Center on ADHD and the National Institutes of Mental Health.

Reference

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA., American Psychiatric Association, 2013.

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ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

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Signs and Symptoms of Dyslexia
Spotting the Symptoms of Specific Disorders in Class Symptoms of Dyslexia
Dyslexia is the most common and prevalent of all learning difficulties for children and young people in schools and colleges. The word comes from the Greek meaning 'difficulty with words.' The main symptoms include difficulty with reading and often with writing and spelling and working with numbers. The most common characteristic is that people have difficulty reading and spelling for no apparent reason. The person may be intelligent, able to achieve well in other areas and exposed to the same education as others, but is unable to read at the expected level.

Early identification is really important. If a child shows a cluster of difficulties, you will need to take action. The following can be made into a checklist for each class teacher to use to help with early identification. It is uncommon for a child with dyslexia to only have one Specific Learning Difficulty, many have traits of other SpLDs and many of the symptoms of different SpLDs are common therefore, some of these, such as motor control, may be additional symptoms connected with another SpLD. For example reversing letters is not a symptom of dyslexia however, about 10% of dyslexics may reverse letters.
Pre-school to Year 1
· Delayed speech - not saying any words by the time they are one and not really talking untilthey are two and a half or older.

· Problems with pronunciation and mixing up sounds in multi- syllabic words

· Problems with rhyming words (a big indicator when they are younger) and learning rhymes.
A child who has a cluster of these difficulties may be dyslexic however, it is important to remember that, at this age, the levels of development and speed of learning differ significantly for each child in this age group. When I assessed prep children for schools I might say; this child might be dyslexic or it may be developmental however, implement the recommendations immediately as, if it is developmental the they will not harm their learning, and if they are dyslexic it will definitely help.
Some of your students may struggle with reading, spelling, writing. They do not progress as quickly as their classmates or they don't appear to progress at all. There are obvious inconsistencies in these individuals, many of them exhibiting abilities alongside weaknesses. Over time they do not appear to be making the progress you would expect in certain areas. Below are signs of dyslexia, however it is important to remember that all dyslexics will have their own cluster of signs and symptoms
Miscellaneous
· Finds holding a list of instructions in memory difficult, yet can perform all tasks when chunked

· E employs work avoidance tactics, such as sharpening pencils and looking for books

· S seems to 'dream', does not seem to listen or Is easily distracted

It may also help you to recognise and accommodate adults working within your school? The dyslexic teenager or adult will have many of the symptoms described above and:
Reading
Some students/employees may have continuing pronunciation or word finding difficulties, which may inhibit them when talking or discussing in large groups.

Strengths of people who are dyslexic

Dyslexic people have a unique brain function which makes reading, spelling and writing difficult. However they often have strengths or are gifted in other areas controlled by the right hemisphere of the brain. These talents show particularly in creative areas and design. Therefore artistic skills, athletic, musical, cooking and mechanical ability, imagination and creative thinking are often areas in which dyslexics excel. They often have excellent visual spatial skills and excel in careers such as engineering, IT design, carpentry and architicture.

Links with other Conditions- Attention Deficit (Hyperactivity) Disorder, (ADD or ADHD).

ADD is a totally separate and different condition to dyslexia. However research has shown that approximately 40% of people who are dyslexic also have ADD (or ADHD)

Light Sensitivity

A small amount of people who are dyslexic also have a sensitivity to light, this is sometimes called scotopic sensitivity. Many people who are not dyslexic also have this condition, it is not considered to be associated with or a symptom of dyslexia however, this condition makes it difficult for them to read black print on white paper as the print seems to move about or can blur. This can be remedied by using different coloured paper as a background or using coloured plastic overlays, which makes the print stay still and therefore easier to read.
When to seek Help If you tick a cluster of these warning signs, especially if there is a history of dyslexia in your family, you will know without a diagnosis that you children will struggle to learn to read. Firstly, you should talk to your school as they may be able to assess for difficulties and provide a program of intervention. The other option is to seek an assessment for you or your child.
NB A child with no learning difficulties can often exhibit many these symptoms up to the age of 6 years. Whilst it would be possible to assess and determine learning difficulties in young children and provide recommendations for support, a formal diagnosis of dyslexia could not be made Children should have had a sight and hearing test to discount these as possible contributors to the difficulty. They should also have had at least 6 months of reading intervention before you request a formal assessment.

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Spotting the Symptoms of Specific Disorders in Class Symptoms of Dyslexia Dyslexia is the most common and prevalent of all learning difficulties for children and young people in schools and colleges. The word comes from the Greek meaning 'difficulty with words.' The main symptoms include difficulty with reading and often with writing and spelling and working with numbers.

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My Learning Disability: A Love Story | Chandni Kazi | TEDxBerkeley

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When a student with dyslexia is eligible for accommodations in the classroom through an IEP or Section 504, those accommodations need to be individualized to fit the unique needs of the student. Accommodations are discussed at the annual IEP meeting, during which the educational team determines the accommodations that will help support student success.

Although students with dyslexia will have different needs, there are some accommodations which are commonly found to be helpful for students with dyslexia.

Provide books on tape, CDs, or on an electronic reader or textbook that a child can listen to especially for content areas.

Create opportunities for oral reading on a one-on-one basis and only ask the student to read aloud in class if he feels comfortable doing so and volunteers to read

Provide outlines, summaries of chapters, vocabulary words and preview questions before reading

Allow students to use a highlighter to mark important parts of the text

Used shared reading or reading buddies

Allow the student to discuss, one-on-one, the material after reading with a classroom aide, a partner student or the teacher

Provide a set of books/textbooks for the student to keep at home

Reduce spelling tests

Give spelling tests orally

Don't take off points for spelling errors on written work

Reduce spelling words

Allow the student to dictate work to a parent or aide

Provide speech-to-text software

Offer alternative projects instead of written reports

Photocopy another child's notes or designate a note-taker who will share notes at the end of class

Minimize the amount of copying from the board

Allow the student to use a keyboard to take notes

Let student respond to questions orally rather than writing each answer

Reduce written work

Allow the student to take tests orally

Allow for extra time

Review directions to test orally

Provide alternatives to testing, such as projects, oral or video presentations

Read test questions to the student and write down answers as the student speaks the answer

Allow tests to be taken outside of the classroom, in a quiet area with minimal distractions

Have students state answers into a tape recorder

Reduce homework, especially assignments requiring reading

Allow the student to dictate answers to homework to a parent, sibling or tutor

Allow typewritten homework

Use worksheets with minimal writing

Limit time spent on homework

Do not take off points for homework handed in late

Break large tasks into steps

Give directions in small steps

Read written directions or instructions to the student

Provide alternatives to writing assignments, use an online calendar, provide the student with a written list of assignments each morning, have a buddy student write assignments, an email list of assignments to student or parent

Give examples or model behavior when giving instructions

Make eye contact with a student when giving directions

Provide computers that have speech recognition software

Allow the use of electronic spell-checkers

Provide software that enlarges images on a computer screen

Provide student with a computer to complete class work

Allow students to tape record lessons

Often students with dyslexia also have "co-morbid" challenges, especially ADHD or ADD which will add to these students' challenges and often leave them with negative self-concept and low self-confidence. Be sure to have some of these accommodations, either formally (in the IEP) or informally, as part of your classroom routines, to support both student success and student self-esteem.

Write schedules on board

Write classroom rules on board

Write homework assignments on the board in the morning and leave up throughout the day

Have the student sit near the teacher

Use color-coding to organize desk, classroom and student's books

Use multi-sensory activities to further understanding of topics

Use a positive reinforcement program with rewards and consequences

Create private signals for a student to indicate high frustration or for the teacher to bring a child back on track

Increase communication with parents, using daily or weekly emails or phone calls and increase meetings with parents

Assign classroom jobs that will help to increase self-esteem

Work with the student to create achievable goals

This list is not comprehensive since just as each student with dyslexia is different, their needs will be different. Some students may only require minimal accommodations while others may require more intense interventions and assistance. Use this list as a guideline to help you think about what needs the student, or students, in your classroom have. When attending IEP or Section 504 meetings, you can use this list as a checklist; sharing with the educational team what you feel would best help the student.
Accommodations in the Classroom, 2011, Staff Writer, University of Michigan: Institute for Human Adjustment Dyslexia, Date Unknown, Staff Writer, Region 10 Education Service Center

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Classroom Item Checklist Needed for Students With Dyslexia

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When a student with dyslexia is eligible for accommodations in the classroom through an IEP or Section 504, those accommodations need to be individualized to fit the unique needs of the student. Accommodations are discussed at the annual IEP meeting, during which the educational team determines the accommodations that will help support student success.

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The importance of connections and learning.

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Every kid needs a champion | Rita Pierson | TED

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In a world that profits in self doubt, be rebellious and like yourself.

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ADHD sucks, but not really | Salif Mahamane | TEDxUSU

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

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Resource Specialist Program (RSP): Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.

Special Day Class (SDC): Term used to describe a self contained special education class which provides services to students with intensive needs that cannot be met by the general education program, RSP or DIS program. Classes consist of more then 50% of the student’s day.

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This article will explain each category and provides examples.

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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See a list of the 13 IDEA disability categories. Find out which disabilities can qualify kids for special education.

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Understanding the
13 Categories of Special Education

After an have you ever left your school wondering:

What just happened? What did I sign?

Is my child getting the best possible services?﻿

Am I asking the right questions? Does this plan really meet my child's needs?

I want you to never feel this way again! You can fully understand the IEP process and become the best advocate for your child. I know that no one cares about your child's future the way you do. So, let's get started down this road, TOGETHER.

Special education is a broad term used to by the law (IDEA) to describe specially designed instruction that meets the unique needs of a child who has a disability. These services are provided by the public school system and are free of charge. Services can include instruction in the classroom, at home, in hospitals and institutions. Learning disabilities cover a wide spectrum of disorders ranging from mild to severe. They can include mental, physical, behavioral and emotional disabilities.
﻿

There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA). In order to qualify for special education, the IEP team must determine that a child has one of the following:

In order for the IEP team to QUALIFY a child for services, the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance.

WHAT IS THE GOAL of SPECIAL EDUCATION?

Special education makes it possible for your child to achieve academic success in the least restrictive environment despite their disability. The federal law governing the system is called the Individuals with Disabilities Education Act or IDEA. IDEA entitles all children with learning disabilities to a free appropriate education (FAPE). Examples of "appropriate" programs include:

A specific program or class for your child. ﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿

Access to specialists. ﻿﻿﻿﻿

Modifications in the educational program such as curriculum and teaching methods.

There are hundreds of unfamiliar terms and acronyms in the IEP process. When you have time, I encourage you to review the terms and definitions appendix.

HOW DO I GET STARTED?

If your child is struggling in school, having social or behavioral problems, or if you suspect they have one of the 13 categories of special education, you can request an evaluation. Some school districts request that you meet with your school's student study team before conducting an evaluation. If your child does not qualify for services under IDEA, they may qualify for modifications under Section 504 of the American Disabilities Act of 1973.

If you child attends a private school you should read my special section on this in order to understand your rights if your child has a learning disability but attends a non-public school.

You may also be interested in purchasing the easy to read IEP Guide which provides you with all the information located on this web site along with sample request letters, a sample SST and 504 plan and IEP Tips in a workbook format. You can view the Table of Contents to see if it might be valuable to your situation.

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Understanding the 13 Categories of Special Education

# data[].attributes.attachment_link.description
After an have you ever left your school wondering: What just happened? What did I sign? Is my child getting the best possible services?﻿ Am I asking the right questions? Does this plan really meet my child's needs? I want you to never feel this way again!