IDEA Disability Categories 
Low Incidence
Moderate Incidence
High Incidence
Deaf-blindness (rounds to zero)
Hearing Impairment (0.2%)
Orthopedic Impairment (0.1%)
Traumatic Brain Injury (0.1%)
Visual Impairment (0.1%)
Autism (1.1%)
Developmental Delay (0.8%)
Intellectual Disability (0.9%)
Combination of different disabilities (excluding deaf-blindess) that causes special needs that a program for a single disability cannot satisfy.
Other Health Impairment (1.6%)
Specific Learning Disability (4.5%)
Speech or Language Impairment (2.7%)
Percent of Total Enrollment
What does the condition refer to?
Interventions and Accommodations
Assistive Technologies
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written
May manifest itself in the imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical calculations
Examples: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia
What does the condition refer to?
Assistive Technologies
Interventions and Accommodations
It includes any communication disorders such as stuttering, impaired articulation, a language impairment, or a
voice impairment that adversely affects a child’s educational performance.
What does the condition refer to?
Assistive Technologies
Interventions and Accommodations
An impairment in vision that, even with correction, adversely affects a child’s educational performance.
Includes both partial sight and blindness
What does the condition refer to?
Assistive Technologies
Interventions and Accommodations
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.
Limited learning, reasoning, problem solving, and social/practical skills
Accomodation should be tailor-made to each individual.
Quiet work spaces optimize their attention.
Teach functional, every day skills over abstract academic concepts.
Low student to teacher ratio.
Repeat instructions with plenty of time to practice.
Safe environment.
Assistive technologies
text to speech
voice recognition
portable word processors
Multiple Disabilities (0.3%)
Accommodations
Physical and occupational therapy
Assigned personal aid
Priority seating
Customized/special textbooks
Assistive Technologies
Text to speech technology
Hearing aid
Environmental controls
Word prediction
Physical disability that could affect learning
degenerative diseases
musculoskeletal disorders
neuromotor impairments
Accommodations
Special seating to improve student's condition.
Classes that focus on developing motor skills.
Physical and occupational therapists can work with teachers.
Assistive Technologies
Crutches, wheelchairs, canes, and walkers.
specialized chairs, desks, and tables for proper posture development
Speech recognition software
Vide variety of chronic or acute illnesses that impact academic performance and causes limited strength, vitality, or alertness.
Assistive technologies
Accommodations
Varies greatly based on the condition.
AD/HD
Diabetes
Epilepsy
Heart Conditions
Varies greatly based on the condition.
Not Applicable
Preschool Disabilities
Accommodations
Assistive Technologies
From birth to kindergarten
Varies depending on the nature of the specific disability.
Varies depending on the nature of the specific disability.
Emphasis on early detection and accommodation.
Prevention and intervention efforts are the most effective in this time.
Parents can get help from Child Find before their students are school age.
IDEA covers both early intervention and school age services.
Early intervention can resolve temporary discrepancies.
Accurate diagnosis involves many evaluations and consideration of various factors, making it impossible to give it a label of frequency.
Emotional Disturbance
Assistive Technology
Assistive Technology
Test-to-speech software to help with writing.
Symbol-based (rather than text-based)schedules and classroom-rule charts to ease understanding
Interactive whiteboards to provide visual, aural, and tactile instruction/interaction
Augmentative and Alternative Communication (AAC) touch-screen speech generating devices.
The Bluebee Pals are plush toys that attach to an iPad/tablet and read and interact with the students, helping them with communication, turn taking, and following directions
Teaching Strategies
Use clear, concrete language
Avoid idioms, sarcasm, or hypotheticals – these might be misunderstood
Use student interests to motivate them
Be consistent in your interaction with them
Prepare the student for any changes
Check often for comprehension
Assistive Technology
Worksheets/sticker activities that develop fine motor skills
Visual Schedules
“Success Stories” – stories about characters who do various types of behaviors
Alternative keyboards with less keys, grouped letters, graphic and color aid
Apps that help with hygiene.
Teaching Strategies
Explicitly teach life’s skills related to daily living and self care
Break down skills into steps
Teach and model what you want students to learn/do
Use visuals to help with comprehension
Plan activities that relate to the child’s interests
Encourage participation in group discussions/activities
Develop a procedure for students to ask for help
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Behavior Charts – students can see visuals that represent behavior changes
Point sheets that reward positive behavior
The Talk Light – it ‘s lights flash according to the noise that’s in the room. Might help to calm kids down
iPods – play music as a calming activity
MeMoves or other sensorimotor multimedia programs
Teaching Strategies
Explore feelings through use of play
Ask students to imagine how their behavior might affect others
When dealing with conflicts, explain what happened in as few words as possible, in a calm, non-angry voice
Read books about feelings
Brainstorm better choices with the student
Explain your reasons for rules and their consequences
Model the benefits of cooperation
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Assistive Technology
Teaching Strategies
Screen reader – converts text/Braille on a screen to speech
Refreshable Braille Display – converts text on a screen to Braille and is printed out.
Utilize group work
Provide instruction in the students’ optimal mode of input (speech, Braille, text, etc.)
Provide instruction at an appropriate pace, checking often for understanding, and allowing time for reteaching
Consider task complexity – how much prep does he/she need to do the task
Assistive Technology
Teaching Strategies
Assistive Learning Devices (ALDs) – amplify sounds, help deaf students hear even with a lot of background noise
Augmentative and Alternative Communication (AAC) help students communicate better
Television with Closed Captioning for videos
Frequency Modulated Amplification Systems or Audio Loops that connect directly to hearing aids and reduce background noise
Speak at a reasonable speed
Make your face visible (for lip reading)
Check constantly for comprehension
Try to be in the student’s line of sight.
Explain things like idioms or sarcasm, and try not to use them too much
If possible, arrange desks in a circular pattern so students can see everyone
Teaching Strategies
Make instructions simple and clear.
Ask if they comprehend instructions.
Use concrete examples
Speech-to-text/speech recognition software for students with dyslexia or other disabilities that impair writing ability
Smartpens or audio recording devices for students with limited ability to take notes during class
Alternative keyboards and calculators with enlarged keys, color-coded keys, and/or limited input choices to assist students with word processing and math work
Personal listening systems that help students focus on the teacher's voice and reduce distractions
Audio books with varying playback speeds for students with reading/auditory processing difficulties
Modified/alternative texts for students with difficulty reading
Testing in alternate setting with extended time, and/or test questions read aloud by teacher or paraprofessional for students with difficulty reading and focusing
Cuing expected behavior for students who may lose focus, forget routines and expectations, or need frequent redirection
Preferential seating so students can clearly see the board and more easily interact with the teacher
Ask student to repeat directions to ensure he/she understands instructions and expectations
Provide additional books/materials for student to keep at home
Regular sessions with speech pathologist
Language development software to reinforce work with speech pathologist through the use of visual and games
Alerting devices students can use in the case of emergency when they cannot communicate
Portable keyboard, laptop, or tablet for students to type or communicate using text-to-speech software
Personal FM systems that will amplify a student's voice in a headset worn by teachers, paraprofessionals, and/or peers
Augmentative or alternative communication tools, including visual aides, to facilitate communication
Preferential seating to facilitate communication with teacher
Allow student to use visual aids to communicate or demonstrate understanding
Reduce excess auditory stimuli in the classroom
Provide extended time on assignments and assessments
Allow for one-on-one presentations and use of assistive technology for oral presentations
Use of ebooks or tablets that allow students to manipulate text size
Audio books
Speech-to-text/text-to-speech software
Magnifying glasses
Color-coded keyboards and texts
Preferential seating near the board
Provide student with copies of lecture notes/information written on the board
Ensure students are given clean and clear photocopies and handouts
Provide color-coded handouts and texts
Allow for extended time on assignments and assessments
Tactile/"hands on" activities
Assign peer notetaker
Braille texts
Cuing expected behavior
Parent/teacher sign-off on agenda planner to ensure that student is reminded of homework assignments, due dates, etc
Have student repeat directions/instructions
Extended time on assignments and assessments, and assessments in alternative settings as appropriate/necessary
Scaffolding large assignments
Modified/alternate texts
Speech-to-text/text-to-speech software
Augmentative communication devices
Minimize visual/auditory stimuli in the classroom
Predictable, posted, and clearly-communicated classroom routines and transitions
Schedule organizers/calendar boards