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

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.

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(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

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(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.

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

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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

"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

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

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

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

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

"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

• 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/

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

"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/

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

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/

• "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

"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

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/

"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/

Citation:

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

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

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

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

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

Citation:

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