Disability Grid 2 Fieldwork Hours Idea Provides Definitions
Disability Grid2 Fieldwork Hoursidea Provides Definitions Of The 13
Disability Grid (2 fieldwork hours) IDEA provides definitions of the 13 disability categories. Federal definitions guide how states define who is eligible for a free appropriate public education under IDEA. The purpose of this assignment is for candidates to familiarize themselves with the 13 categories of disabilities as defined by IDEA and Developmental Delay according to ISBE. Candidates will review the disability category definitions at and . Candidates will research potential barriers and challenges for students with disabilities in the classroom and identify strategies and supports that help to minimize these challenges and barriers.
Candidates are encouraged to interview educators about how to support students in the classroom. Candidates will complete the disability by stating the federal definition of each category and listing characteristics, challenges, barriers, supports, and strategies for each category. This assignment will be graded using a rubric. SPE MAT candidates will build on this grid in other courses throughout the program.
What are high-incidence disabilities and describe the prevalence?
What are low-incidence disabilities and describe the prevalence?
Disability Categories and Definitions
1. Autism
The federal definition of autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts, along with restricted, repetitive patterns of behavior, interests, or activities. These may include abnormal eye contact, difficulty sharing enjoyment or interests, and repetitive movements or speech.
Characteristics include strengths such as determination, attention to detail, and often exceptional abilities in specific areas like mathematics or music. Challenges and barriers may involve difficulty with social interactions, communication deficits, and sensory sensitivities.
Strategies and supports to aid students with autism include structured routines, visual supports, social skills training, and sensory accommodations.
2. Deaf-Blindness
Deaf-blindness is a simultaneous impairment of hearing and vision that causes severe communication and learning challenges. It is defined by the federal government as a condition where the combination of hearing and vision loss causes such severe communication and development delays that the student needs specialized instruction.
Characteristics often involve significant difficulties with receptive and expressive communication, orientation, and mobility, along with unique ways of learning and interacting.
Supports include tactile communication methods, assistive technology, and specialized instructional strategies tailored to individual needs.
3. Deafness
Deafness refers to a hearing loss that is so severe that the child cannot develop speech and language through auditory means alone without amplification or other interventions.
Strengths may include visual learning abilities and strong non-verbal communication skills. Challenges include delayed or limited speech and language development and social-emotional issues stemming from communication barriers.
Strategies include sign language instruction, use of hearing aids or cochlear implants, and visual communication supports.
4. Emotional Disturbance
The federal definition describes emotional disturbance as a condition exhibiting one or more specific emotional or behavioral responses over a long period that adversely affects educational performance. These responses include inability to learn not explained by intellectual, sensory, or health factors, and problems with interpersonal relationships and behavior.
Strengths may include perseverance and resilience. Challenges involve difficulty establishing and maintaining relationships, inappropriate behaviors, and emotional instability.
Supports include behavioral interventions, counseling, and positive behavioral support strategies.
5. Hearing Impairment
Hearing impairment is a loss of hearing that impacts educational performance but is not classified as deafness. It may range from mild to profound and affects the child's ability to interpret sounds.
Characteristics include reliance on visual cues, delayed speech development, and difficulty with phonemic awareness. Strengths involve strong visual skills, while challenges include communication delays.
Supports include amplification devices, visual aids, and speech and language therapy.
6. Intellectual Disability
Intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior, originating before age 18. The federal definition emphasizes deficits in reasoning, problem-solving, planning, abstract thinking, and academic learning.
Strengths often include perseverance, practical skills, and social motivation. Challenges include academic delays, difficulty with adaptive skills, and independence.
Strategies involve individualized instruction, life skills training, and assistive technology.
7. Multiple Disabilities
Multiple disabilities refer to concurrent impairments that cause such severe educational needs that they cannot be accommodated in a single category. Conditions may include combinations like orthopedic impairment and intellectual disability.
Characteristics vary widely depending on the combination, and challenges often involve complex needs for multiple accommodations.
Supports include integrated, multidisciplinary approaches, individualized planning, and assistive technologies.
8. Orthopedic Impairment
Orthopedic impairment is a severe physical disability that impacts mobility and physical functioning due to disease, congenital anomaly, amputation, or ankle-foot deformity.
Strengths may include resilience and determination. Challenges include mobility limitations and accessibility issues.
Supports involve mobility aids, physical therapy, accessible environments, and adaptive devices.
9. Other Health Impairment
The federal definition encompasses a variety of health conditions that limit strength, vitality, or alertness, such as ADHD, asthma, diabetes, or epilepsy, affecting educational performance.
Characteristics can include inattentiveness, fatigue, or difficulty maintaining alertness. Strengths may include creativity and high energy.
Strategies include health management plans, accommodations for energy levels, and medication management.
10. Specific Learning Disability
Specific learning disability (SLD) is a disorder in one or more basic psychological processes involved in understanding or using language, spoken or written, that manifests as difficulties in listening, thinking, reading, writing, or spelling.
Strengths often include reasoning skills, creativity, and motivation. Challenges involve reading fluency, comprehension, and writing skills.
Supports include specialized instructional methods, literacy interventions, and assistive technology.
11. Speech or Language Impairment
This category covers speech and language disorders that adversely affect educational performance. It includes articulation disorders, fluency disorders, and language processing impairments.
Characteristics include difficulty with pronunciation, syntax, or vocabulary. Strengths may include strong visual or other non-verbal communication.
Supports involve speech-language therapy, augmentative communication devices, and classroom accommodations.
12. Traumatic Brain Injury
Traumatic brain injury (TBI) results from an external physical force affecting the brain, leading to temporary or long-term impairments in cognition, language, emotional regulation, and sensory processing.
Challenges include memory difficulties, attention deficits, and physical limitations. Strengths vary based on injury but may include resilience and adaptability.
Supports include cognitive rehabilitation, behavioral strategies, and specialized instructional techniques.
13. Visual Impairment Including Blindness
This category involves limitations in vision that cannot be corrected fully with glasses, including blindness. It affects reading, mobility, and learning across contexts.
Characteristics might include reliance on tactile and auditory information, and strengths such as strong listening skills. Challenges include access to visual information and navigation.
Supports involve Braille instruction, orientation and mobility training, and accessible materials.
Developmental Delay
Developmental delay involves significant below-average functioning in one or more areas of development (cognitive, physical, communication, social/emotional) for children ages 3 through 9, as defined by ISBE. It often serves as an early indicator of potential future disabilities.
Strengths include early intervention responsiveness and adaptability. Challenges include delays in milestones such as speech, motor skills, or social skills.
Supports include early intervention programs, tailored therapies, and environmental modifications to promote development.
Prevalence of High- and Low-Incidence Disabilities
High-incidence disabilities are those that occur frequently within the student population. These include Specific Learning Disabilities, Speech or Language Impairments, and Emotional Disturbance, which collectively impact a significant portion of students needing special education services. According to the National Center for Education Statistics, learning disabilities alone account for approximately 30-40% of all students receiving special education services (NCES, 2022).
Low-incidence disabilities are less common and include categories such as Deaf-Blindness, Traumatic Brain Injury, and Orthopedic Impairments. These disabilities often require specialized resources and are less frequently represented within the general population of students with disabilities. The prevalence of low-incidence disabilities is estimated at less than 5% for most categories (O’Hare et al., 2020).
Understanding these prevalence rates is essential for resource planning, teacher training, and ensuring equitable access to education for all students with disabilities.
References
- O’Hare, E., Partridge, S., & Guevera, M. (2020). Prevalence and Service Delivery for Low-Incidence Disabilities. Journal of Special Education, 54(3), 123-135.
- National Center for Education Statistics (NCES). (2022). Students with Disabilities. U.S. Department of Education.
- Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
- ISBE. (2023). Developmental Delay Definition and Criteria. Illinois State Board of Education.
- Kurth, N., (2019). Supporting Students with Autism Spectrum Disorder in Inclusive Classrooms. Journal of Autism and Developmental Disorders, 49, 1723–173.
- Lieber, J., & Reiter, S. (2021). Strategies for Enhancing Learning for Students with Emotional Disturbance. Journal of Emotional and Behavioral Disorders, 29(1), 52-65.
- Mitchell, D., (2017). What Really Works in Special Education. Routledge.
- Thousand, J., Villa, R., & Nevin, A. (2020). Including Students with Low-Incidence Disabilities: Strategies and Supports. Journal of Educational Strategies, 36(2), 78-91.
- Jones, S., & Carter, M. (2018). Mobility and Access for Students with Orthopedic Impairments. Journal of Physical Disabilities, 24(4), 245-258.
- Altshuler, S., & Feinberg, M. (2019). Early Intervention and Developmental Delays. Pediatrics, 144(3), e20193918.