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If you have a child that does not qualify for special education under IDEA but has a mental or physical impariment which substantially limits one or more major life activities, including learning, that child may qualify for special help in a regular classroom setting under section 504 of the Rehabilitation Act of 1973.

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MILD INTELLECTUAL DISABILITY:                                         WHAT IS MILD INTELLECTUAL DISABILITY (MID), ALSO REFERRED TO AS MILD MENTAL RETARDATION?Many of the characteristics of MID correspond to those of Learning Disabilities.The intellectual development will be slow, however, MID students have the potential to learn within the regular classroom given appropriate modifications and/or accommodations. Some MID students will require greater support and/or withdrawal than others will. MID students, like all students demonstrate their own strengths and weaknesses. Depending on the educational jurisdiction, criteria for MID will often state that the child is functioning approximately 2-4 years behind or 2-3 standard deviations below the norm or have an IQ under 70-75. An intellectual disability may vary from mild to profound.

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MILD INTELLECTUAL DISABILITY:                                         WHAT IS MILD INTELLECTUAL DISABILITY (MID), ALSO REFERRED TO AS MILD MENTAL RETARDATION?Many of the characteristics of MID correspond to those of Learning Disabilities.The intellectual development will be slow, however, MID students have the potential to learn within the regular classroom given appropriate modifications and/or accommodations. Some MID students will require greater support and/or withdrawal than others will. MID students, like all students demonstrate their own strengths and weaknesses. Depending on the educational jurisdiction, criteria for MID will often state that the child is functioning approximately 2-4 years behind or 2-3 standard deviations below the norm or have an IQ under 70-75. An intellectual disability may vary from mild to profound.

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An advisor or instructor who believes that a student's academic performance has been affected by an undiagnosed learning disability may wish to talk with the student (again, in a manner that preserves the student's privacy) and possibly refer the student to the Office of Student Disability Services for formal assessment.

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An advisor or instructor who believes that a student's academic performance has been affected by an undiagnosed learning disability may wish to talk with the student (again, in a manner that preserves the student's privacy) and possibly refer the student to the Office of Student Disability Services for formal assessment.

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The key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.(http://www.parentcenterhub.org/repository/accommodations/

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The key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.(http://www.parentcenterhub.org/repository/accommodations/

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Classroom Accomodations

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An overview of simple classroom modifications and accommodations that will help a children with cochlear implants (CIs) hear better in class. This video was made possible by a Small Business Innovation Research Grant # 4R44DC009357-02 from the National Institute on Deafness and Other Communication Disorders, part of the National Institutes of Health.

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ACCOMODATIONS FOR STUDENTS WITH DISABILITIES                                                                                                 OF 2,563,000 UNDERGRADUATE STUDENTS IN THE U.S., APPROXIMATELY 11.1% OF ALL UNDERGRADUATES ENROLLED, HAD A DISABILITY IN THE 2011-2012 SCHOOL YEAR.(http://www.bestcolleges.com/resources/disabled-students/)

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ACCOMODATIONS FOR STUDENTS WITH DISABILITIES                                                                                                 OF 2,563,000 UNDERGRADUATE STUDENTS IN THE U.S., APPROXIMATELY 11.1% OF ALL UNDERGRADUATES ENROLLED, HAD A DISABILITY IN THE 2011-2012 SCHOOL YEAR.(http://www.bestcolleges.com/resources/disabled-students/)

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Learning Disabilities and Functional Limitations

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Learning Disabilities and Functional Limitations

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Generally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability. The diagnosis of a learning disability is often made by a psychologist trained in administering and interpreting psycho-educational assessments. A student with a learning disability may have one or more of these limitations:

1. Auditory perception

2. Visual perception

3. Information processing speed

4. Spoken and written language

5.  Abstract reasoning.

⁽http://www.washington.edu⁾