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This is a peer reviewed journal article, that details effective educational practices for students with Autism. Researchers found that students with autism thrived in environments that were adapted to consider their disability. Some considerations included here are, integration with peers, predictable routines and individualization of supports

Citation:

Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective Educational Practices for Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301

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Effective Educational Practices for Students With Autism Spectrum Disorders - Rose Iovannone, Glen Dunlap, Heather Huber, Don Kincaid, 2003

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Students With autism spectrum disorders (ASD) present unique challenges to educators trying to plan effective instructional programs. Although an impressive bod…

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Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/1

https://sites.ed.gov/idea/osep-fast-facts-children-identified-with-autism-2024/

https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children#4

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (1) - Individuals with Disabilities Education Act

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(1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repeti…

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Sec. 300.8 (c) (4)

Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 4

AAA

(4)

(i) Emotional disturbance 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 learn 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.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/4

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (4) - Individuals with Disabilities Education Act

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(4) (i) Emotional disturbance 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 learn that cannot be explained by intellectual, sensory, or health f…

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(5) Hearing impairment means 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.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/5

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Individuals with Disabilities Education Act

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(5) Hearing impairment means 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.

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Sec. 300.8 (c) (5) - Individuals with Disabilities Education Act

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(6) 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. The term “intellectual disability” was formerly termed “mental retardation.”

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/6

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Individuals with Disabilities Education Act

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(6) 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. The term "intellectual disability" was formerly termed "mental retardation."

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Sec. 300.8 (c) (6) - Individuals with Disabilities Education Act

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(9) 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 syndrome; and

(ii) Adversely affects a child’s educational performance.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/9

Share:

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (9) - Individuals with Disabilities Education Act

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(9) 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…

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(10) Specific learning disability—

(i) General. Specific learning disability means 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 imperfect 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.

(ii) Disorders not included. Specific learning disability 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.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/10

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(11) 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.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/11

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (11) - Individuals with Disabilities Education Act

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(11) 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. Severe Discrepancyidea_regulations-template-default single single-idea_regulations pos…

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(12) 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. 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.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/12

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Individuals with Disabilities Education Act

# data[].attributes.attachment_link.readable_text
(12) 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. 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.

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Sec. 300.8 (c) (12) - Individuals with Disabilities Education Act

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(12) 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. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such...

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Visual Impairment Including Blindness (VI)

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Visual Impairment Including Blindness (VI)

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(13) 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.

[71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61306, Oct. 30, 2007]

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/13

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Individuals with Disabilities Education Act

# data[].attributes.attachment_link.readable_text
(13) 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.

[71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61306, Oct. 30, 2007]

# data[].attributes.attachment_link.title
Sec. 300.8 (c) (13) - Individuals with Disabilities Education Act

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(13) 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. [71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61306, Oct. 30, 2007] Severe Discrepancyidea_regulations-template-default single single-idea_regulations postid-56846 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors...

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(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), 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.

Citation:https://sites.ed.gov/idea/regs/b/a/300.8/c/7

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Individuals with Disabilities Education Act

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(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), 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.

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Sec. 300.8 (c) (7) - Individuals with Disabilities Education Act

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(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), 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. idea_regulations-template-default single single-idea_regulations postid-56783 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors...

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Interpreting evaluations and assessment data (initial eligibility and 3-year reevaluations)

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Interpreting evaluations and assessment data (initial eligibility and 3-year reevaluations)

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This resource lists the initial and tri-anual evaluations of IEP goals as follows:

1. An initial evaluation is done to determine if a student is eligible for special education services. If a student is found eligible, the team uses the evaluation results to determine the specially designed instruction, goals and related services that are needed to address the impact of the student’s disability. The team, including parents, will develop an Individualized Education Program (IEP).

2.  A reevaluation is required by law every three years, unless the team, including parents, agrees it is not necessary. The purpose is to determine if a student who already has an IEP still qualifies and if his/her needs have changed. If a student’s needs have changed, the specially designed instruction, goals or related services may also need to be changed.

These evaluations are comprehensive and cover all performance areas that are considered effected by a students disability.

Citation:

What does a comprehensive evaluation include? (n.d.). Www.askresource.org. https://www.askresource.org/resources/a-comprehensive-special-education-evaluation

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Roles of all IEP team members in the IEP process (including parent/ guardian, general education teacher, student, outside agencies, related-service providers, LEA reps).

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Roles of all IEP team members in the IEP process (including parent/ guardian, general education teacher, student, outside agencies, related-service providers, LEA reps).

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This resource is an IEP fact sheet, listed below is the examples given by this organization of IEP team roles.

Roles of IEP Team Members:
-THE STUDENT is at the center of the IEP team. By age 14, but hopefully younger, they should be attending and
participating in their IEP meetings to the maximum extent possible to share their hopes and dreams for the
future, what they are good at or need help with, what works and doesn’t work for them, and more.
-=PARENTS/GUARDIANS know their child best. Parents can share their child’s history and culture, what they are
good at and what they need help with, and the things in which they are interested. Parents can share what their
child is like at home and in the community. They can inform the team their ideas for what the child needs to
learn and how they learn best. They can help develop goals and objectives and ask clarifying questions.
-GENERAL EDUCATION TEACHERS can share information about the general curriculum, what is being taught, the
types of supplementary aids and services or accommodations that the student may need to be successful,
strategies that have been effective or ineffective, student progress, and peer relationships.
-SPECIAL EDUCATION TEACHERS bring their expertise about teaching strategies and methods, curriculum
modifications, supplementary aids and services, testing accommodations, goals and objectives, and other parts
of individualized instruction.
-THE TESTING EXPERT can interpret and explain evaluation results, including how they affect learning, so that
appropriate goals and objectives can be created with effective teaching strategies. One or more people on the
team may be in this role. A speech language therapist may explain the results of a language assessment and a
reading specialist may explain the results of a reading evaluation.
--THE SCHOOL ADMINISTRATOR provides overall expertise about school resources and usually has expertise in
special education. The administrator must have the authority to commit school division resources and is
responsible for ensuring that services in the IEP are provided as written and agreed upon.
OTHERS. The parents and the school can invite others with knowledge or expertise about the student. Parents
may want to invite an advocate, a neighbor, a private therapist, or others who can speak to the student’s
strengths and needs. Parents can also invite someone to take notes during the meeting. Schools may invite a
paraprofessional or a school nurse, should the student have health care needs, or related services personnel
depending on the services being discussed. In addition, when transition services are being discussed for
students 14 and older, outside agencies that may provide or pay for services should be invited. Parental consent
is required prior to inviting these agencies.

Citation:

PEATC (Ed.). (n.d.). A PEATC Fact Sheet for Parents Roles Around the IEP Table (pp. 1–2). https://peatc.org/wp-content/uploads/2022/01/Roles-Around-the-IEP-Parent-Fact-Sheet.pdf

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This resource from the Florida department of education is a long-form written guide to selecting accommodations in regards to IEP planning teams, below I have included a particularly helpful excerpt of the authors explanation of guiding questions for evaluating and implementing IEPs.

"The following guiding questions are provided to help IEP teams select, implement, and

evaluate accommodations (from Florida Department of Education, 2012).

1. What instructional and assessment tasks are difficult for the student to do

independently? Are these difficulties documented in the present level statement?

2. Why are these tasks difficult for the student?

3. What accommodations will allow the student to access the information and

demonstrate performance of the tasks?

4. How will the IEP team know if the accommodation is effective?"

Citation:

Beech, M., Dixon, S., & Mckay, J. (n.d.). Selecting Accommodations: Guidance for Individual Educational Plan Teams Bureau of Exceptional Education and Student Services Florida Department of Education 2013. https://www.fldoe.org/core/fileparse.php/7690/urlt/0070064-selectingaccommodations.pdf

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Legal guidance about the IEP process (e.g. compliance, following the IEP, due process, state complaint, etc.).

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Legal guidance about the IEP process (e.g. compliance, following the IEP, due process, state complaint, etc.).

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https://law.duke.edu/childedlaw/docs/Parents'_guide.pdf

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Learn how to make a referral for your child to be evaluated for special education and an IEP under IDEA. Includes link to a sample letter.

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Culturally responsive collaboration in IEP meetings and partnerships with families/ caregivers.

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Culturally responsive collaboration in IEP meetings and partnerships with families/ caregivers.

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This PDF of a journal article discusses the importance of supporting culturally and linguistically inclusive IEP processes. The authors state that this important task is often left neglected, and that ensuring cultural understanding is incredibly important for facilitating an effective IEP plan. The following is a quote from the article regarding this. "A fundamental barrier is the simple fact

that most early intervention and special

education programs and their policies, as

well as professionals, may represent only

European American values. The effec-

tiveness of programs often depends on

the development of policies that are sen-

sitive to and respectful of cultural diver-

sity, cultural competence, and behavioral

changes of the professionals (Hanson

et al., 1990). The effectiveness of the

programs that serve CLD populations

“rests heavily upon the sensitivity, under-

standing, and respect paid to the specific

cultural, familial, and individual diversity

involved” (Anderson & Schrag Fenichel,

1989, p. 18).

Harry et al. (1995) recommended that

personnel preparation on cultural diver-

sity issues should be intensive and ex-

plicit, with an emphasis that “inculcates

the understanding that cultures are fluid

and are greatly influenced by accultura-

tion, generational status, gender, social

class, education, occupational status, and

numerous other variables” (p. 106)."

Citation:

Zhang , C., & Bennett, T. (2003). Facilitating the Meaningful Participation of Culturally and Linguistically Diverse Families in the IFSP and IEP Process. FOCUS on AUTISM and OTHER DEVELOPMENTAL DISABILITIES; Pro Ed Journals. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/Zhang-Bennett-IEP-CLD-familes.pdf

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Peer reviewed academic article detailing strategies for supporting student with emotional disabilities in the classroom. These supports include a tiered system of support and integrated model of delivery within the classroom. This article also details current legislation and challenges facing students with emotional disorders.

Citation: Mitchell, B. S., Kern, L., & Conroy, M. A. (2018). Supporting Students With Emotional or Behavioral Disorders: State of the Field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518

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Supporting Students With Emotional or Behavioral Disorders: State of the Field - Barbara S. Mitchell, Lee Kern, Maureen A. Conroy, 2019

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Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Stu…

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This scientific journal article covers a large scope of information surrounding SLDs', ranging from neural structure and function, to demographic information. The authors pose individualized and comprehensive intervention as being especially effective in maximizing student outcomes within a classroom environment. The authors also discuss the importance of adjusting intensity when reviewing the intervention methods geing used, so that educators can facilitate consistent growth in student progress. SLDs' can be classiffied as primary conditions or considered co-morbid alongside another condition such as ADHD. Students with this condition can often suffer deficits in reading, writing and mathematics, making schoolwork both difficult technically for students as well as stressful.

Citation:

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452

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Understanding, Educating, and Supporting Children with Specific Learning Disabilities: 50 Years of Science and Practice

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Specific learning disabilities (SLD) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary…

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Academic journal article detailing multiple factors surrounding access of students with hearing impairments in classrooms. The authors detail challenges such as peer exclusion and lists ways to facilitate learning such as curriculum built with sign-language done in tandem with lessons.

Citation:

Schmidt, S. (1985). Hearing Impaired Students in Physical Education. Adapted Physical Activity Quarterly, 2(4), 300-306. Retrieved Apr 27, 2025, from https://doi-org.proxy180.nclive.org/10.1123/apaq.2.4.300

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This article details findings surrounding the best practice for instructing students with intellectual disabilities. Researchers found that students often thrived in environments that emphasized peer integration and social engagement alongside academic instruction.

Citation:

Klang, N., Göransson, K., Lindqvist, G., Nilholm, C., Hansson, S., & Bengtsson, K. (2019). Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings. International Journal of Disability, Development and Education, 67(2), 151–166. https://doi.org/10.1080/1034912x.2019.1679724

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Step 1: Engage Students

in Meaningful Problem-Solving Tasks

Step 2: Make Word Problems

and Materials Accessible

Step 3: Intentionally

Sequence Instruction to

Focus on Problem Types

Citation:

Root, J. R., Saunders, A., Cox, S. K., Gilley, D., & Clausen, A. (2024). Teaching Word Problem Solving to Students With Autism and Intellectual Disability. Teaching Exceptional Children, 57(1), 44–55. https://doi-org.proxy180.nclive.org/10.1177/00400599221116821

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This resource comes from the Virginia Department of Education, and includes links to multiple resources regarding classroom behavioral assessment. These links discuss the importance of multi-tiered systems of support for students with emotional disabilities, along with creating developmentally appropriate expectations for students when assessing which behaviors or skills that support teams are trying to strengthen.

Citation:

Emotional Disability | Virginia Department of Education. (n.d.). Www.doe.virginia.gov. https://www.doe.virginia.gov/programs-services/special-education/specific-disabilities/emotional-disability

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This resource provides very specific and detailed guidelines for teaching students with hearing impairment, some of which I have listed below:

"Pause during lessons. Take time to be sure the child understands what was said.

Repeat and/or rephrase information when needed.

Talk slowly and clearly. Use a comfortable volume.

Change your speech pattern, rhythm, stress and tone. This shows that you are excited about what you are teaching. Children hear it in your voice. Make lessons predictable by repeating the content. Pre-teach new words before the actual lesson. Review lessons that were taught earlier.

Use visual models and cues.

Provide a peer note-taker or lecture outlines to help with understanding what the lesson was about. It may be hard for a child with hearing loss or an auditory processing disorder (APD) to take notes while listening. This is because it is hard to watch the teacher’s face for visual and speech cues while trying to listen and take notes.

Be aware of how close you are to the child. The closer you are, the better they can understand what you are saying.

Face the child when speaking. Do not turn your back and speak while writing on a board.

Teach in a well-lit area. This helps the child see speech signals on your lips and face. The light should be on your face, not in the child’s eyes. Do not stand in front of a window or bright light.

Seat the child where they can easily turn and follow classroom discussion or allow them to move to other seats, as needed, for demonstrations, discussions or other activities."

Citation:

Nationwide Children's Hospital. (2021). Children With Hearing Loss: Guidelines for Schools. Www.nationwidechildrens.org. https://www.nationwidechildrens.org/family-resources-education/health-wellness-and-safety-resources/helping-hands/children-with-hearing-loss-guidelines-for-schools

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RSV is a highly contagious illness that infects nearly every child at least once before they are two years old. Until recently, there was no good prevention plan for parents to put into action. Now, everything has changed.

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At Nationwide Children's Hospital, our vision remains unchanged. We aspire to create the best outcomes for children everywhere. This means families come to Nationwide Children's from around the globe knowing they will get the highest quality care. When your child needs a hospital, everything matters.

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"Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like “How is the strategy working? Where else might you apply it?”"

Citation:

Learning Disabilities Association of America. (2013, October 15). Successful strategies for teaching students with learning disabilities. Learning Disabilities Association of America. https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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This article gives insight into other health impairments holistically, sharing information about demographics and definitions. Other health impairments can be chronic or accute conditions ranging from asthma to ADHD, with a long range of effects from physical difficulty to issues with mood. The author lists a team based approach to education as an integral response to learning characteristics of students with OHIs'. Because the range of effect for OHIs is so large, working as a team with guardians and educators gives both sides a larger view of student needs.

Citation:

National Association of Special Education Teachers. (2023). Comprehensive Overview of Other Health Impairments. Www.naset.org. https://www.naset.org/professional-resources/exceptional-students-and-disability-information/other-health-impairments/comprehensive-overview-of-other-health-impairments

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IDEA Definition of Other Health Impairments

According to IDEA, an Other Health Impairment is defined as:
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, and sickle cell anemia; and
(ii) adversely affects a child's educational performance [34 C.F.R. 300.7(c)(9)].

Overview of Other Health Impairments

Many conditions and diseases can significantly affect a child's health and ability to function successfully in school. Most health impairments are chronic conditions; that is, they are always present, or they recur. By contrast, and acute condition develops quickly with intense symptoms that last for a relatively short period of time. To be served under the OHI category, the student's health condition must limit strength, vitality, or alertness to such a degree that the student's educational progress is adversely affected. More than 200 specific health impairments exist, and most are rare (Turnball et al., 2004). Within this category is Attention Deficit/Hyperactive Disorder. Only time will tell whether AD/HD finds its way to another special education category or whether it becomes a category of its own in the future. Presently, the inclusion of AD/HD has caused a significant increase in the size of the category (U.S. Department of Education, 2001).

Causes-Etiology of Other Health Impairments

The etiology of specific health impairments varies. Most result from infections, genetic factors, environmental influences, prenatal influences, perinatal influences, and postnatal influences. However, they can be grouped into some general areas (Smith, 2004):

Allergies e.g. Hepatitis

Heredity e.g. Hemophilia

Accidents e.g. seizure disorders

Multiple factors e.g. Epilepsy

Unknown

Prevalence of Other Health Impairments

According to the 26th Annual Report (U.S. Department of Education, 2004), 449,093 students between the ages of 6 to 21 years of age were identified as having other health impairments. This represents approximately 7.5 percent of all students having a classification in special education, or less than 1% of all school-age students.

Age of onset of Other Health Impairments

Due to the various types of health impairments that adversely affect children's performances in school, no specific age of onset can be generalized to the entire school-age population that receives special education services. Some health impairments are congenital (present at birth) and other conditions are acquired during the child's development as a result of accident, illness or unknown cause.

Gender Features of Other Health Impairments

Due to the number and specific types of health impairments covered in this section, no statement concerning gender patterns can be generalized.

Familial Patterns of Other Health Impairments

Due to the number and specific types of health impairments covered in this section, no statement concerning familial patterns can be generalized.

Cultural Features of Other Health Impairments

Although European Americans are proportionately underrepresented among students with disabilities, their highest representation is in the "Other Health Impairments" category.

Characteristics of Other Health Impairments

According to the Starbright Foundation (2002; cited in Turnball et al., 2004), there are numerous complex challenges facing children with health impairments. Common issues are: "loss of sense of control, lack of understanding about the condition, fear, worry, anxiety, stress, anger, and guilt, changes in family dynamics, isolation, isolation, medical noncompliance, boredom, depression, pain, decreased self-esteem, negative body image, and impact on identity and social interactions, including those at school" (p. 313).
Some general characteristics faced by individuals with other health impairments may include but not limited to:

Fatigue

Mobility issues

Issues involving attention

Coordination difficulties

Muscle weakness

Frequent absences or lateness's to school

Stamina

Inability to concentrate for long periods of time

Educational Implications of Other Health Impairments

When responsible educators encounter diseases and conditions they know little about, they seek out all the information they need to provide an appropriate education to students involved (Smith, 2004). One of the main considerations in the education of these students is the use of the team approach in developing and carrying out a child's educational program. The team generally includes the parents, teachers, medical professionals, and health-related professionals such as a physical therapist. Parents are critical members of the team and should be involved in all educational decisions. Sirvis (1988) noted that the team should design a program that meets the needs of the student in five basic goal areas: "(a) physical independence, including mastery of daily living skills; (b) self-awareness and social maturation; (c) communication; (d) academic growth; and (e) life skills training" (p. 400). Interdisciplinary services such as occupational and physical therapy and speech and language therapy are of prime importance for youngsters who have physical disabilities.

It is often necessary to modify and adapt the school environment to make it accessible, safe, and less restrictive since discriminating architecture doesn't have to discriminate (Leibrock & Terry, 1999, p.17). Accessibility guidelines are readily available, and when these guidelines are followed the environment becomes easier for the child to manage independently.

It is important that modifications be no more restrictive than absolutely necessary so that the student's school experiences can be as normal as possible. While it is necessary to stress the importance of avoiding overprotection of students with physical or health impairments, it is also important to permit students with disabilities to take risks just as their able-bodied cohorts do.
Recent advances in technology have helped to make life more nearly normal for students with physical disabilities. For example, students with cerebral palsy can use computer terminals to aid in communication. Through technology, even a person with the most severe handicaps can have greater control over communication and daily living skills.

Modifying the environment may mean providing special adaptive equipment such as specially designed desks, positioning devices, wedges, or standing tables. Adaptations also may include establishing procedures for dealing with medical emergencies when students have serious medical problems.

Finally, what role teachers should play in the medical management of children is an ongoing and contentious issue (Temple, 2000) since teachers are being called on to assume more responsibilities for the medical management of their students (Heller et al., 2000).

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curriculum for children with disabilities

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summer camps for children with disabilities

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family educational rights and privacy act

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Comprehensive Overview of Other Health Impairments

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Other Health Impairments special education, National Association of Special Education Teachers

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The following is a short segment from the attached article, detailing the effects of Other Health Impairments on student's learning:

"Health impairments can result in a range of academic challenges for a student. Problems may include missing school for unpredictable and prolonged time periods and difficulties attending school full-time or on a daily basis. Health problems may also interfere with the physical skills needed to complete writing assignments or other learning activities. Individuals with arthritis, for example, may have difficulty writing due to pain or joint deformities. Some students may not be able to manipulate small laboratory equipment or complete tasks that require precise measuring, graphing, or drawing. Prolonged sitting may pose challenges for an individual with chronic pain or back problems. Illness or injury may result in limitations in mobility that make it necessary to use wheelchairs or scooters. Some students must avoid specific activities that trigger undesirable reactions"

Citations:

Lombardi, P. (2019). Other Health Impairments. Pressbooks.usnh.edu. https://pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/other-health-impairments/

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Other Health Impairments – Understanding and Supporting Learners with Disabilities

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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—

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This article lists, partnering with special-education teachers to better understand and accommodate student needs, differentiation of instruction, modeling, providing visual aids, advocating for students and incorporating assistive technology into lesson plans as ways to effectively support students with Specific Learning Disabilities.

Citation:

Clouser, L. How Teachers Can Help Students with Learning Disabilities – Learning Disabilities Association of America. Learning Disabilities Association of America. https://ldaamerica.org/how-teachers-can-help-students-with-learning-disabilities/

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut

Accommodations and Strategies
What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?
I spent a lot of my teaching career focusing on differentiation of instruction, and how beneficial that is to not only students with IEPs and 504s, but students who are below grade level or at risk, and for students that are primarily non-English language speakers. So differentiating instruction is beneficial for many different types of students that we encounter in our classrooms.
What is differentiation of instruction? Differentiation of instruction is a teaching model that looks at explicitly teaching content in different ways. One of the strategies that I find very much used in my school is the gradual release of responsibility. I see a lot of teachers modeling new concepts and skills, and then teachers provide guided practice where students, once a teacher feels that they've modeled enough, have the students walk the teacher through how to complete a task, or do an assignment. And then based on the guided practice and working together, talking it out, the teacher can get a sense of, 'okay, I feel that this group of students can do it independently, go for it. Maybe this group of students need to be a little bit more supported with more guided practice or with modeling.'
I've seen teachers do rotating stations where there's a specific task at each station for an allotted time. And it might have a vocabulary visual station, a hands-on station, and a conference with the teacher, so you're kind of using a wide variety of different approaches to delivery of instruction, teaching and learning.

A lot of teachers I know use project-based learning, and giving students a choice on how they want to create a project is great.

Use students' strengths to demonstrate and apply a specific skill. I've seen teachers who use a lot of assistive technology, speech to text, and audio books. I've worked with students in looking at different software to create projects, virtually and digitally. I think COVID virtual learning allowed teachers to experiment with more digital programs and software that can be beneficial to students with LD or without a disability.

A lot of those accommodations that we look for in implementing the IEP can be beneficial for students who are not receiving special education services. Being a visual learner is something that I think each person enjoys, so using graphic organizers to break down large reading or writing assignments can be helpful for a student who's learning English for the first time, or students that just need that visual support.

Highlighting vocabulary terms and pre-teaching content specific vocabulary can be beneficial to many diverse learners, not just specifically students with learning disabilities.

I make the point to tell teachers that an accommodation you might see in an IEP can become a class-wide accommodation if you feel it benefits all of your students, because I think that's just part of good teaching.

Partnering with Special Education Teachers
How can general education teachers and special education teachers partner to benefit students with LD?
I really think that one of the most crucial pieces to supporting any student with a disability is the collaboration between the special education teacher and the general education teacher, because there may be a point where co-teaching needs to be embedded in the delivery of instruction, and so making sure that teachers have the opportunity to collaborate, and co-plan, co-teach and co-assess, and come up with a model that fits the classroom.

Working on building positive relationships between both teachers is very crucial, that line of communication needs to be consistent and clear. And both need to understand the roles in supporting the student.

It shouldn't be me versus them, it should be us working together to support the needs of the student. And so in the classroom, whenever I push in, I always let the teacher lead the classroom. With the delivery of instruction, I will float around and support all students. And I think that's really key.

Students who have IEPs and a learning disability don't want to be picked out in the crowd and have an adult hovering over them. I see my role in the classroom as supporting all the students, so I build relationships with all the students. I'll spend time working with students that aren't on my caseload, because I know that kids on my caseload are working independently and are perfectly fine.

So the classroom kind of sees me as a co-teacher that's there for everyone. I don't hover over a particular student, and that classroom climate and environment is positive. They see myself and the general education teacher as partners, as a resource to ask for help. I never would turn away a student asking for help.

I think it's also important that the co-teachers use common language and are on the same page of knowing that, 'Yes, I have five or six students in your classroom that have IEPs that are on my caseload that I'm supporting, but I'm also supporting the entire class'

Advocating for Students
If a teacher has a student with LD and they feel like their needs aren't being met, how can they advocate?
I think that goes back to the collaboration piece. When a special education teacher is not present in a classroom with a group of students who have a learning disability, and the general education teacher may be struggling with reaching those students or teaching a specific lesson, that's where collaboration and communication need to come into play.

Having that open line of communication, where the general education teacher is comfortable to say, 'Hey, I did this lesson today, it didn't work out for the students, what can I do differently next time?' Or, 'Can you come in and maybe I'll reteach those students and you work with the other group of students and then we'll kind of do a split classroom.'

No teacher should feel that their hands are tied. And again, I think that goes to building positive relationships, communication, collaboration, and making sure that the special education teacher is also there to support the teacher. Because ultimately, the general education teacher spends the most time with their students.

Advice for General Education Teachers
Do you have any other advice for general education teachers who have students with learning disabilities in their class?
For teachers that find they have a large group of students primarily with LD, the number one thing is to reflect on your teaching practices. Because oftentimes, a lot of students with LD need things taught in a specific way that's really broken down, through scaffolding or chunking, and usually need a lot of visual supports.

So if you really implement differentiation of instruction, you build strong relationships with those students, you refer to those IEPs, you're an active collaborative member of the IEP team, and have a partnership with the special education teacher, you're pretty much meeting all the needs and requirements of effectively teaching students with a learning disability.

And also understand that a learning disability should not be the focus. We want to focus more on the abilities and the strengths of the students. Oftentimes teachers will say, 'Well, they have a reading disability, I'm never going to catch them up to reading at grade level.' Well, maybe that's not the goal, maybe the goal is to focus on what their strengths are, and using those to teach those areas of difficulty. And so it's flipping the equation, in not so much focusing on the dyslexia, the LD, the ADHD, but focusing on what the student is capable of.

And that's something to speak to on a personal level. I was diagnosed with a reading comprehension disability as well as a math disability in the fourth grade. And I received special education services throughout elementary school, throughout middle school, and up until junior year of high school. And I remember what it was like, being a student who receives services and had a co-teacher in the classroom, and feeling the stigma of having an IEP, having someone follow you and try to help you. And so my other word of advice would be it's okay to let the students be independent, because in the end, special education shouldn't be a life sentence.

And that's something I always try to tell parents too. I don't think it is talked about enough, but special education is there to support the student as much as is needed and appropriately. But if a student does find strategies that are effective and is compensating for those areas of difficulty, and they're doing well academically and socially, students can be exited from special education.

A student with a learning disability will have it their whole life, but can find strategies to really address the difficulties that they're having academically in school, and we shouldn't look at them any differently than any other student. And so I think really understanding where the student is and where they're coming from and building that relationship is crucial.

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How Teachers Can Help Students with Learning Disabilities

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?

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Students with speech language impairment can struggle with articulation,, fluency and language, which can affect not only student's ability to communicate academically, but with their peers. This can in turn effect student's mentality surrounding education, increasing stress. Schools often offer speech language pathology services to assist students struggling with SLI.

Citation:

Center for Parent Information and Resources. (2015). Speech and language impairments. Parentcenterhub.org. https://www.parentcenterhub.org/speechlanguage/

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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In this article from the Disability Law Center of Alaska, the author gives three examples of how TBI can both occur and affect student's personal and academic lives. This can include difficulties with cognitive and physical tasks, creating discomfort and anxiety surrounding once familiar activities.

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This article from the Brain Injury Association of America gives the following standards a effective ways to consider accommodating students who have experienced a Traumatic Brain Injury:

"Allowing additional time to complete work

Allowing for extra or extended breaks

Grading the quality of work over the quantity of work (not how much the student did, but how well they did)

Providing the student with the instructor’s (or detailed) notes

Allowing the student to record classroom instruction for later playback

Providing clear oral and written instructions

Implementing assistive technology when applicable

When the teacher is grading the student’s work, they may reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment

Seat the student at the front of the classroom or near the teacher

Not requiring the student to read aloud or present material in front of classmates

Allowing additional time to complete tests without distractions

Allowing oral examinations

Assessing knowledge using multiple-choice questions"

Citations:

Children & Brain Injury: Impact on Education. (2022, June 9). Brain Injury Association of America. https://biausa.org/children-what-to-expect/children-brain-injury-impact-on-education

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When children with a brain injury return to school, their educational and emotional needs are often very different than before the injury.

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Visual Impairment Including Blindness (VI)

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Visual Impairment Including Blindness (VI)

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The following are strategies listed by the attached author to better support students who have a Visual Impairment:

"Provide a list of required textbooks and/or syllabi in advance to allow time for arrangements such as texts on tape, or enlarged print.

Permit lecture notes to be taped and/or provide enlarged copies of lecture notes where appropriate.

Make available large print copies of classroom materials by enlarging them on a photocopier.

Convey in spoken words whatever you write on the chalkboard.

Read aloud subtitles when using media resources.

Assist the student in finding note takers or readers as necessary.

Reserve front row seats for students who are visually impaired.

Inform students who are blind if you rearrange classroom furniture"

Citation:

Walters State Community College - Teaching Strategies Visual Impaired Students. (n.d.). Ws.edu. https://ws.edu/student-services/disability/teaching/visual/index.aspx

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Visual Impairment

College requires enormous amounts of reading, and this is perhaps the single largest barrier for students who are blind or visually impaired. There is tremendous variability in the level of impairment for this group of students. Basically, there are students who are "legally blind," which is defined as having worse than 20/200 vision after correction, and students who are totally blind. Some students have diseases that cause their visual acuity to fluctuate from time to time, thus necessitating accommodations during this time period. Students who are visually impaired may benefit from the following strategies:

Instructional Strategies to Help Students Who Are Blind or Visually Impaired

Provide a list of required textbooks and/or syllabi in advance to allow time for arrangements such as texts on tape, or enlarged print.

Permit lecture notes to be taped and/or provide enlarged copies of lecture notes where appropriate.

Make available large print copies of classroom materials by enlarging them on a photocopier.

Convey in spoken words whatever you write on the chalkboard.

Read aloud subtitles when using media resources.

Assist the student in finding note takers or readers as necessary.

Reserve front row seats for students who are visually impaired.

Inform students who are blind if you rearrange classroom furniture.

Keep classroom doors fully opened or closed. Do not leave them ajar.

Contact the office of Services for Individuals with Disabilities to assist in arranging tests in alternate formats, i.e., oral, taped, or enlarged print. A minimum of five working days notice is requested.

Information Courtesy of Guilford Technical Community College. Used with permission.

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Teaching Strategies Visual Impaired Students - Walters State Community College

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Walters State Community College offers teaching strategies for working with students who have visual impairments.

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Visual Impairment Including Blindness (VI)

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Visual Impairment Including Blindness (VI)

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This article details the ways that visual impairments impact student learning, firstly listing the hindrance of concept development as being a chief issue facing students who are visually impaired. Because sight is used to take in information to the brain, the lack of vision can greatly limit the lack of understanding a student has, especially if their needs are not considered within the classroom. The article also poses that visually impaired students are more often unable to rely on visual aids, which means that they have less access to educational class information.

Citation:

IRIS | Page 3: How Visual Impairments Impact Learning. (2024). Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/v02-successsight/cresource/q1/p03/

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IRIS | Page 3: How Visual Impairments Impact Learning

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Now that Ms. Milton better understands the visual functioning that Evan and Emily experience in their daily lives, she feels more prepared to include them in her classroom. Still, she wonders how having visual disabilities will affect the ways in which Evan and Emily will learn new concepts and skills. She is especially concerned about how Evan, who is blind, will learn about things that he cannot see. Ms. Milton is also concerned about how she will present new concepts and how these accommodations might affect her lesson plans and teaching style.

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Below are instructional strategies for supporting students with Multiple Disabilities. The attached article these come from also includes multiple links to additional resources.

"Promote development of cognitive skills through active participation with hands-on materials (e.g. exploring big/little, wet/dry, heavy/light).

Focus on establishing a recognized means of communication that is consistently reinforced and built upon by the family and all members of the team.  For example, if a child is using objects to communicate choices (i.e. selecting one from a choice of two items at snack time, such as an apple and a cracker), then these objects should be incorporated into literacy activities.

Vocabulary should be familiar to the child and should be presented in a way that is clear and consistent.  To the extent possible, using the same terms across settings (including home and school) will support learning. Are they shoes or sneakers?  Belly or tummy?  These may seem like small differences, but to someone who is just developing formal language skills, consistency may be helpful.

Provide exposure to a wide variety of literacy materials, using real objects and adaptations to make them as accessible as possible to an individual student.  Be sure that books and other literacy materials are available at home and in the classroom.  This may include storyboxes, experience books (written by the student as well as by others in the class), and books with braille, tactile symbols, and real objects.

Avoid miniature representations, as these are often not meaningful to children with visual impairments and additional disabilities. For example, a section of a seat belt may be a better representation of a car than a small, matchbox car.  Similarly, with a weather chart, cotton balls for clouds or snow and glue drops for rain are not as meaningful as a wool hat or an umbrella.

Create routines that sequence events with a clear beginning, middle, and ending.  These can be routines of daily living, such as brushing teeth, or they can be activities, such as making a snack.  Learning to follow a sequence of events helps to establish an understanding of what will come next.  Tactile books about basic routines are a good way to make early literacy experiences meaningful. "

Citation:

Cushman, C. (2012, March 10). Instructional Strategies for Students with Multiple Disabilities. Paths to Literacy. https://www.pathstoliteracy.org/instructional-strategies-students-multiple-disabilities/

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No two students with multiple disabilities have the exact same profile, as the combination of disabilities, age of onset, level of educational intervention, and environmental factors will all have some affect. The strategies that we offer are therefore general, and should be modified according to individual needs and circumstances.

Strategies to promote literacy development in students with multiple disabilities:

Promote development of cognitive skills through active participation with hands-on materials (e.g. exploring big/little, wet/dry, heavy/light).

Focus on establishing a recognized means of communication that is consistently reinforced and built upon by the family and all members of the team. For example, if a child is using objects to communicate choices (i.e. selecting one from a choice of two items at snack time, such as an apple and a cracker), then these objects should be incorporated into literacy activities.

Vocabulary should be familiar to the child and should be presented in a way that is clear and consistent. To the extent possible, using the same terms across settings (including home and school) will support learning. Are they shoes or sneakers? Belly or tummy? These may seem like small differences, but to someone who is just developing formal language skills, consistency may be helpful.

Provide exposure to a wide variety of literacy materials, using real objects and adaptations to make them as accessible as possible to an individual student. Be sure that books and other literacy materials are available at home and in the classroom. This may include storyboxes, experience books (written by the student as well as by others in the class), and books with braille, tactile symbols, and real objects.

Avoid miniature representations, as these are often not meaningful to children with visual impairments and additional disabilities. For example, a section of a seat belt may be a better representation of a car than a small, matchbox car. Similarly, with a weather chart, cotton balls for clouds or snow and glue drops for rain are not as meaningful as a wool hat or an umbrella.

Create routines that sequence events with a clear beginning, middle, and ending. These can be routines of daily living, such as brushing teeth, or they can be activities, such as making a snack. Learning to follow a sequence of events helps to establish an understanding of what will come next. Tactile books about basic routines are a good way to make early literacy experiences meaningful. See also Developing Routines.

We all benefit from exposure to a variety of teaching and learning techniques when developing a set of skills. For students with multiple disabilities, it is important to provide a range of experiences and strategies, while also trying to be consistent in the structure, materials, and vocabulary.

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Instructional Strategies for Students with Multiple Disabilities - Paths to Literacy

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Paths to Literacy Instructional Strategies for Students with Multiple Disabilities. For teachers, families, and others interested in literacy for children and youth with visual impairments

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This writing informs the reader that students classified as having multiple disabilities can experience deficits in cognitive ability, physical ability and communication. With these potential physical and cognitive deficits, students have a very wide range of support needs that could be necessary academically, which are also different for each student. Some students with multiple impairments may need more assistance with physical tasks, while some may need a great deal of assistance with speech and cognitive tasks. These characteristics often make it difficult for many students to navigate the academic and social environments present within the classroom.

Citation:

Severe Multiple Impairments – Michigan Alliance for Families. (n.d.). Michigan Alliance for Families. https://www.michiganallianceforfamilies.org/severe-multiple-impairments/

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Students with multiple impairments have more than one disability in cognitive, physical and/or functional abilities. They typically require intensive intervention and supports for activities of daily living.

Multiple disabilities means a student has more than one serious disability which may affect mobility, behavior, emotion or sensory abilities. Some characteristic challenges of individuals with severe multiple impairments are:

Limited communication or speech impairment

Problems with physical mobility

Cognitive impairments

What do I need to think about for my child's IEP?

This disability category includes students with a combination of physical and cognitive conditions which affects the student's ability to learn and access the academic and social opportunities in school. The more severe the disabilities, the greater the effect on the student and the greater the need for extensive, ongoing support and services. It is important to remember that abilities can vary widely from student to student.

The services each student needs is determined by the Individualized Education Program of which the parent is a vital part. The IEP is a process that results in a document, the IEP, which guides the student's education. This means parents and educators work together to make an educational plan that provides supports, services, accommodations and modifications that fit the individual student with severe multiple impairments

Areas to address in the IEP might include these related services:

Physical therapy (PT), which helps the child develop stronger muscles such as those in the legs and trunk. Through PT, the child works on skills such as walking, sitting, and keeping his or her balance.

Occupational therapy (OT), which helps the child develop fine motor skills such as dressing, feeding, writing, and other daily living tasks.

Speech-language pathology (S/L), Problems with speech and communication can be helped through speech therapy, which helps the child develop his or her communication skills.

Sensory impairments in hearing and vision may be present and require support and assistance.

A variety of medical problems may accompany severe disabilities. Examples include seizures, sensory loss, hydrocephalus, and scoliosis. These conditions should be considered when establishing school services. A multi-disciplinary team consisting of the student's parents, educational specialists, and medical specialists in the areas in which the individual demonstrates problems should work together to plan and coordinate necessary services.

Is there some technology that can help my student learn?

Assistive technology is a related service listed in IDEA. Technology is a key to leveling the playing field for individuals with disabilities. Learn more on our Assistive Technology webpage.

Where can I find support and more information?

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Severe Multiple Impairments - Michigan Alliance for Families

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Multiple disabilities means a student has more than one serious disability which may affect mobility, behavior, emotion or sensory abilities.