# data[].attributes.body
Speech and Language impairment is defined as a communication disorder that adversely affects the child's ability to talk, understand, read, and write.

# data[].attributes.body
Other Health Impairment (OHI) 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.

# data[].attributes.headline
Specific learning disabilityi ) General. Specific learning disability means a disorder in oneor 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 asperceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmentalaphasia.

# data[].attributes.subject
Specific learning disabilityi ) General. Specific learning disability means a disorder in oneor 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 asperceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmentalaphasia.

# data[].attributes.body
May not be able to participate in cooperative play or learning activities

Trouble communicating with others

Not able to access auditory feedback impairing the normal development of speech and language.

# data[].attributes.body
An intellectual disability, formerly referred to as “mental retardation”, is not an inherent trait of any individual, but instead is characterized by a combination of deficits in both cognitive functioning and adaptive behavior.

# data[].attributes.body
Easily distracted, inability to hear. We can provide text to speech, videos and audio ehancements.

# data[].attributes.body
May not have the ability to speak we can provide options such as drawing, computer software, interactive boards, text to speech  options.

# data[].attributes.body
The condition may require that reading is learned through each child's unique learning needs. Provide oral and signed administration, text to speech, audio books, therapy.

# data[].attributes.body
Some students with an OHI may have trouble writing. Tactile building, sentence starters, vocabulary word lists can be helpful for them.

# data[].attributes.headline
Autism Spectrum Disorder affects language development directly due to delays in language and communication. In addition, BICs may be difficult to develop due to lack of social skills. The language domains could be affected due to individual students' triggers. 

# data[].attributes.subject
Autism Spectrum Disorder affects language development directly due to delays in language and communication. In addition, BICs may be difficult to develop due to lack of social skills. The language domains could be affected due to individual students' triggers. 

# data[].attributes.headline
An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. One characteristic is defined as:  An inability to learn that cannot be explained by intellectual, sensory, or health factors.

# data[].attributes.subject
An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. One characteristic is defined as:  An inability to learn that cannot be explained by intellectual, sensory, or health factors.

# data[].attributes.headline
Another characteristic is defined as:  A tendency to develop physical symptoms or fears associated with personal or school problems.

# data[].attributes.subject
Another characteristic is defined as:  A tendency to develop physical symptoms or fears associated with personal or school problems.

# data[].attributes.headline
 Fluid reasoning or reasoning abilities have been shown to play a moderate role in reading. For example, the ability to reach general conclusions from specific information is Important for reading comprehension. Fluid reasoning ts related to mathematical activities at all ages. For example, figuring out how to set up math problems by using information in a word problem is important for math reasoning. Fluid Reasoning skills are related to basic writing skills primarily in the elementary school years and are consistently related to written expression at all ages.Long-term retrieval abilities are particularly important for reading. For example, elementary school children who have difficulty naming objects or categories of objects rapidly may have difficulty in reading. Associative memory abilities also play a role in reading achievement (i.e., being able to associate a letter shape to its name and its sound). Long-term retrieval abilities are important to math calculation skills. For example, students with deficits in long-term retrieval may have difficulty recalling basic addition, subtraction, multiplication, and/or division facts when encountered within a math problem. Long-term retrieval abilities and naming facility in particular have demonstrated relations with written expression, primarily with the fluency aspect of writing.Short-term memory is important to reading achievement. Reading comprehension, involving long reading passages, may be affected by skills specifically related to working memory. Basic word reading may be impacted by deficits in short-term memory because it may interfere with acquiring letter and word identification skills.Short-term memory is important to math computation skills. For example, deficits in short-term memory may impact one's ability to remember a sequence of orally presented steps required to solve long math problems (i.e., first multiply, then add, then subtract). Short-term memory is important to writing. Memory span is especially important to spelling skills, where working memory has shown relations with advanced writing skills (e.g., written expression). A student with short-term memory deficits may have problems following oral directions because they are unable to retain the information long enough to be acted upon. A student with short-term memory deficits also may have problems with oral expression because of difficulties with word-find or being unable to retain information long enough to verbally express it.Auditory processing or "phonological awareness/processing" is very important to reading achievement or reading development. Students who have difficulty with processing auditory stimuli may experience problems with learning grapheme-to-phoneme correspondence, reading non-sense words, and decoding words due to an inability to segment, analyze, and synthesize speech sounds. Older students will usually have continued problems with decoding unfamiliar words. Auditory processing is also very important for both writing skills and written expression. Students who are weak in auditory processing abilities may have difficulty spelling since this skill requires the ability to attend to the detailed sequence of sounds in words. Auditory processing deficits may be linked to academic difficulties with listening comprehension. Students may have difficulty interpreting lectures, under-standing oral directions, and learning a foreign language.

# data[].attributes.subject
 Fluid reasoning or reasoning abilities have been shown to play a moderate role in reading. For example, the ability to reach general conclusions from specific information is Important for reading comprehension. Fluid reasoning ts related to mathematical activities at all ages. For example, figuring out how to set up math problems by using information in a word problem is important for math reasoning. Fluid Reasoning skills are related to basic writing skills primarily in the elementary school years and are consistently related to written expression at all ages.Long-term retrieval abilities are particularly important for reading. For example, elementary school children who have difficulty naming objects or categories of objects rapidly may have difficulty in reading. Associative memory abilities also play a role in reading achievement (i.e., being able to associate a letter shape to its name and its sound). Long-term retrieval abilities are important to math calculation skills. For example, students with deficits in long-term retrieval may have difficulty recalling basic addition, subtraction, multiplication, and/or division facts when encountered within a math problem. Long-term retrieval abilities and naming facility in particular have demonstrated relations with written expression, primarily with the fluency aspect of writing.Short-term memory is important to reading achievement. Reading comprehension, involving long reading passages, may be affected by skills specifically related to working memory. Basic word reading may be impacted by deficits in short-term memory because it may interfere with acquiring letter and word identification skills.Short-term memory is important to math computation skills. For example, deficits in short-term memory may impact one's ability to remember a sequence of orally presented steps required to solve long math problems (i.e., first multiply, then add, then subtract). Short-term memory is important to writing. Memory span is especially important to spelling skills, where working memory has shown relations with advanced writing skills (e.g., written expression). A student with short-term memory deficits may have problems following oral directions because they are unable to retain the information long enough to be acted upon. A student with short-term memory deficits also may have problems with oral expression because of difficulties with word-find or being unable to retain information long enough to verbally express it.Auditory processing or "phonological awareness/processing" is very important to reading achievement or reading development. Students who have difficulty with processing auditory stimuli may experience problems with learning grapheme-to-phoneme correspondence, reading non-sense words, and decoding words due to an inability to segment, analyze, and synthesize speech sounds. Older students will usually have continued problems with decoding unfamiliar words. Auditory processing is also very important for both writing skills and written expression. Students who are weak in auditory processing abilities may have difficulty spelling since this skill requires the ability to attend to the detailed sequence of sounds in words. Auditory processing deficits may be linked to academic difficulties with listening comprehension. Students may have difficulty interpreting lectures, under-standing oral directions, and learning a foreign language.

# data[].attributes.body
is the decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses or medication.

# data[].attributes.headline
Impact on learningImpact on LearningSpeech and language disorders are problems in communication and related areas such as oral motor function. Delays and disorders may range from so subtle that they have little or no impact on daily living and socialization to the inability to produce speech or to understand and use language. Fortunately, only a very small percentage of children are at the most extreme of severity. However, because of the importance of language and communication skills in a child's development even mild to moderate disorders or disturbances can have a profound effect on all aspects of life, sometimes isolating children from their peers and their educational environments.

# data[].attributes.subject
Impact on learningImpact on LearningSpeech and language disorders are problems in communication and related areas such as oral motor function. Delays and disorders may range from so subtle that they have little or no impact on daily living and socialization to the inability to produce speech or to understand and use language. Fortunately, only a very small percentage of children are at the most extreme of severity. However, because of the importance of language and communication skills in a child's development even mild to moderate disorders or disturbances can have a profound effect on all aspects of life, sometimes isolating children from their peers and their educational environments.

# data[].attributes.headline
Have a hard time learning vocabulary, grammar , word order, idiomatic expressions

# data[].attributes.subject
Have a hard time learning vocabulary, grammar , word order, idiomatic expressions

# data[].attributes.headline
The more difficulty they have with a classroom task, the more likely that maladaptive behavior will result

# data[].attributes.subject
The more difficulty they have with a classroom task, the more likely that maladaptive behavior will result

# data[].attributes.headline
Their listening, speaking, reading, and writing skills are all interrelated. They need constant redirection, role modeling, reinforcement of routines, smaller steps, and will need independent living skills.

# data[].attributes.subject
Their listening, speaking, reading, and writing skills are all interrelated. They need constant redirection, role modeling, reinforcement of routines, smaller steps, and will need independent living skills.