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Autism is a developmental disability affecting verbal communication, non-verbal communication, and social interactions.

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Delayed language skills
Engagement in repetitive activities to movements
Repetitive behaviors
Restrictive interests
Delayed movement skills
Resistance to change on environment or daily routines

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1 in 44 children in the U.S. is diagnosed with autism spectrum disorder, according to the CDC.

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A severe hearing impairment that makes it difficult for the child to comprehend linguistic information through hearing, even with amplification.

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Little or no hearing

Unable to hear speech or other sounds

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Deafness affects one in eight Americans who are 12 years of age or higher.

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A combination of hearing and visual impairments, which limits access to both auditory and visual information

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Hearing and vision senses are reduced, restarted, or absent.

Mild hearing loss and visually impairment.

Total hearing loss and visual impairment.

Difficulty following a conversation

Not hearing sounds

Difficulty moving around unfamiliar places

Needing to increase electronic volumes.

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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:

An inability to learn that cannot be explained by intellectual, sensory, or health factors.

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

Inappropriate types of behavior or feelings under normal circumstances.

A general pervasive mood of unhappiness or depression.

A tendency to develop physical symptoms or fears associated with personal or school problems.”

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Hyperactivity

Aggression or self-injurious behavior

Abnormal mood swings

Excessive anxiety

Learning difficulties

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Hearing impairment means an impairment in hearing, either permanent or fluctuating, that adversely affects a child education performance.

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Full or partial loss of the ability to hear and discriminate sounds

Speech delay

Difficulty with following verbal directions

Difficulty with oral expression

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Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

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Difficulties learning academic skills

Deficits in memory and motivation

Low academic achievement in all areas

Inattentive

Mild to significant weaknesses in general learning ability

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Multiple disabilities means concomitant impairments (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.

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Limited speech and communication skills

Difficulties with mobility and the need for assistance with daily tasks

Regression of skills

Health conditions

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Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. Including impairments caused by congenital anomaly, disease, and other causes.

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Poor muscle control

Loss of limb

Having a physical disability

Difficultly with speech production

Impairments caused by a disease

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Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, resulting in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder, or, diabetes, epilepsy, a heart condition, lead poisoning, leukemia, sickle cell anemia, and Tourette syndrome; and adversely affects a child’s educational performance.

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Coordination difficulties

Fatigue

Low academic performance

Inattentive behaviors

Chronic or acute health problems

Frequent absences or lateness's to school

Muscle weakness

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A specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or using language, whether spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations. It includes conditions like perceptual disabilities, brain injuries, minimal brain dysfunction, dyslexia, and developmental aphasia. This term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

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Poor comprehension and/or retention skills

Poor decoding skills

Poor reading fluency

Inability to discriminate between letters or sounds

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

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Reduced vocabulary

Difficulty pronouncing words

Limited vocabulary

Improper use of words

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Traumatic brain injury means 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. The term applies to open or closed head injuries resulting in impairments in areas such as cognition, language, memory, attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, etc. The term doesn't apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

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Short-term memory problems

Mobility and coordination impairments

Communication impairments

Impairments in the five senses

Difficulty concentrating

Difficulty learning new information

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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.

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Not able to see distant objects, such as the whiteboard.

Having trouble reading

Not being able to focus or follow objects

Sensitive to light

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Around 70,000-100,000 people in the United States have deaf-blindness.

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About 6 percent of students with disabilities have an emotional disturbance

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More than 1.5 billion people live with a hearing impairment.

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1-3 percent of the global population has an intellectual disability.

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According to the U.S. Department of Education, Multiple Disabilities represent approximately 2.0 percent of all students having a classification in special education.

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According to the U.S. Department of Education, Orthopedic Impairments represent approximately 1.0 percent of all students with a classification in special education.

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About 10 percent of students receiving special education services qualify under other health impairments.

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5 to 15% of students struggle with a learning disability.

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Nearly 7% of Americans have some form of language or speech impairment.

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According to the U.S. Department of Education, Traumatic Brain Injury represents less than 1.0 percent of all students having a classification in special education.

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About 8% of the U.S. population have visual impairments.

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Limit sensory overload

Use visual cues

Use students special interests in the lesson.

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Provide written hand-outs and visual aids

Show captioned or interpreted videos

Seat them towards the front of the class to ensure there is a clear line of sight

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Use hand-under-hand interactions.

Wear assistive listening devices.

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Offer choice making opportunities.

Keep class rules and activities simple and clear.

Reward positive behaviors

Allow for mini-breaks

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Use visual cues.

Provide written hand outs and visual aids.

Speak clearly .

Keep unnecessary noise to a minimum.

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Provide an outline of what will be taught.

Teach one step at a time.

Use visual cues and instructions.

Integrate hands-on learning

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Integrate technology

Communicate with the students and the student's team

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Incorporate an open classroom floor plan.

Be aware of the students medical condition and its affect on them

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Provide extra time for assignments and activity transitions.

Provide structure and consistency.

Simplify steps and instructions

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Provide verbal cues often

Use visual cues and models

Speak clearly

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Connect new language to prior knowledge

Use verbal and visual cues

Provide opportunities for breaks

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Provide a variety of hands-on activities.

Read written information

Seat the student towards the front

Give clear instructions