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https://www.cahelp.org/parents_students/services/id_referral_process/disability-categories
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IDEA Disability Categories

To be eligible for special education and related services, a child must be in the age range of birth to 22 years of age and meet the criteria in two areas outlined in federal law: (1) the child must be identified as a child with a disability in one or more of the 13 categories defined below; and (2) the child's disability must adversely affect his or her educational performance. Children ages 0-3 are found eligible under Part C eligibility criteria of the Individuals with Disabilities Education Act (IDEA) and children ages 3-21 are determined to be eligible under Part B eligibility criteria of IDEA. To determine whether a child is eligible for services, he or she must receive a full and individual initial evaluation.

For children and youth ages 3-21, special education and related services are provided through the public school system. One way to find out about these services is to call your local school district. The school district can provide you with information about special education policies in your area or refer you to a district or county office for this information.

The following are definitions of the 13 disability categories provided under IDEA.

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dmselpa 13 federal disability categories

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To be eligible for special education and related services, a child must be in the age range of birth to 22 years of age and meet the criteria in two areas outlined in federal law: (1) the child must be identified as a child with a disability in one or more of the 13 categories defined below; and (2) the child's disability must adversely affect his or her educational performance.

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An impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

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An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in 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.

The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

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

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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. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

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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--

1. 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

2. adversely affects a child's educational performance.

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A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments, caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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Concomitant (simultaneous) impairments (such as intellectual disability-blindness, 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. The term does not include deaf-blindness.

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A significantly subaverage general intellectual functioning, existing concurrently (at the same time) with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance

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An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness."

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A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

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

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

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

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

The terms includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

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A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

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A concomitant (simultaneous) hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evidence before age three, that adversely affects a child's performance. Other characteristics often associated with autism with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has an emotional disturbance.

A child who shows the characteristics of autism after age three could be diagnosed as having autism if the criteria above are satisfied.