After an IEP meeting, have you ever left your school wondering: Show
I want you to never feel this way again! You can fully understand the IEP process and become the best advocate for your child. I know that no one cares about your child's future the way you do. So, let's get started down this road, TOGETHER.
WHAT IS SPECIAL EDUCATION? Special education is a broad term used to by the law (IDEA) to describe specially designed instruction that meets the unique needs of a child who has a disability. These services are provided by the public school system and are free of charge. Services can include instruction in the classroom, at home, in hospitals and institutions.
Learning disabilities cover a wide spectrum of disorders ranging from mild to severe. They can include mental, physical, behavioral and emotional disabilities. There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA). In order to qualify for special education, the IEP team must determine that a child has one of the following:
In order for the IEP team to QUALIFY a child for services, the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance. WHAT IS THE GOAL of SPECIAL EDUCATION? Special education makes it possible for your child to achieve academic success in the least restrictive environment despite their disability. The federal law governing the system is called the Individuals with Disabilities Education Act or IDEA. IDEA entitles all children with learning disabilities to a free appropriate education (FAPE). Examples of "appropriate" programs include:
HOW DO I GET STARTED? If your child is
struggling in school, having social or behavioral problems, or if you suspect they have one of the 13 categories of special education, you can request an evaluation. Some school districts request that you meet with your school's student study team
(SST) before conducting an evaluation. If your child does not qualify for services under IDEA, they may qualify for modifications under Section 504 of the American Disabilities Act of 1973. If you child attends a
private school you should read my special section on this in order to understand your rights if your child has a learning disability but attends a non-public school. You may also be interested in purchasing the easy to read
IEP Guide which provides you with all the information located on this web site along with sample request letters, a sample SST and 504 plan and IEP Tips in a workbook format. You can view the
Table of Contents to see if it might be valuable to your situation. Home » Topic Areas The topic areas page includes information and resources related to the Individuals with Disabilities Education Act (IDEA) from the U.S. Department of Education (Department), Office of
Special Education Programs (OSEP), and other Federal agencies. This page also includes resources developed by technical assistance centers funded by the Department and other Federal agencies. Please note that the resources included on this site do not represent an exhaustive list of resources. Additional resources may be available from organizations unaffiliated with
the Department. OSEP supports a number of educational media and educational materials projects designed to provide timely access for children with disabilities to the same educational media and materials used by all children. The IDEA supports activities that use current and emerging technologies to improve access to the content of educational media and materials, including textbooks, for children with disabilities. These activities are designed to: OSEP Guidance and Resources Other U.S. Department of Education/Federal Partner Resources OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources Assessment—State and Districtwide Assessment ⇓Under the IDEA, each state must ensure all children with disabilities are included in all general state and districtwide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective individualized education programs (IEPs). The IDEA requires that each child’s IEP Team determine any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on state and districtwide assessments consistent with 20 U.S.C. 1412(a)(16). If the IEP Team determines that the child must take an alternate assessment instead of a particular regular state or districtwide assessment of student achievement, the child’s IEP must include a statement of why the child cannot participate in the regular assessment and the particular alternate assessment selected is appropriate for the child as per 34 CFR §300.320(a)(6) and 20 U.S.C. 1412(a)(16). The IDEA requires each state to report to the public on the participation rates of children with disabilities and their performance compared with all children on state assessments in accordance with 20 U.S.C. 1412(a)(16). Generally, this information is located on each state’s Department of Education page. Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
Assessment—Early Childhood Outcomes ⇓Under the IDEA, states are required to submit outcome data to the Department annually on young children receiving services under IDEA Part C and Part B Preschool in order to access the impact of those programs. Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
Bullying ⇓Bullying of any student by another student, for any reason, cannot be tolerated in our schools. Children with disabilities are disproportionately affected by bullying. For example, children with learning disabilities, attention deficit or hyperactivity disorder, and autism are more likely to be bullied than their peers. Due to the characteristics of their disabilities, children with intellectual, communication, processing, or emotional disabilities may not understand the extent to which bullying behaviors are harmful, or may be unable to make the situation known to an adult who can help. Whether or not the bullying is related to the student’s disability, any bullying of a student with a disability that results in the student not receiving meaningful educational benefit constitutes a denial of a free appropriate public education (FAPE) under the IDEA that must be remedied. The Department has issued guidance including practices for use as part of any bullying prevention and intervention program to help ensure that school and classroom settings are positive, safe, and nurturing environments for all children and adults. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
Charter Schools ⇓Charter schools are established according to individual state charter school laws. The term “charter school,” as used in the current IDEA Part B regulations, has the meaning of “charter school” in the Elementary and Secondary Education Act of 1965. Children with disabilities who attend public charter schools and their parents retain all rights and protections under Part B of IDEA just as they would if the children were enrolled in other public schools. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
Child Find Procedures—Identify, locate, and evaluate children suspected of having a disability. ⇓The provisions related to child find in the IDEA require that states and local educational agencies (LEAs) have in effect policies and procedures to ensure that all children with disabilities residing in the state who need special education and related services are identified, located, and evaluated, regardless of the severity of the disability. This requirement, known as Child Find, includes activities to determine whether a child is a child suspected of having a disability who should be referred for evaluation to determine eligibility for special education and related services under Part B. This responsibility includes children who are homeless or wards of the state and highly mobile and migrant children with disabilities, as well as those suspected of having developmental delays. It also includes children who have complex medical needs and who reside in nursing homes because of serious health problems and those that are in correctional facilities. Under Part C of the IDEA, each state must have a comprehensive child find system that ensures all infants and toddlers with disabilities in the state who are eligible for early intervention services are identified, located, and evaluated. To fully comply with this requirement, Part C must ensure the child find system is coordinated with all other major efforts to locate and identify children by other state agencies responsible for administering education, health, and social service programs including:
OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
Confidentiality/FERPA ⇓The IDEA Parts B and C regulations’ confidentiality of information requirements include provisions for infants, toddlers and children with disabilities receiving services under IDEA and provide protections beyond the Family Educational Rights and Privacy Act (FERPA) requirements. It is critical to begin by examining the IDEA requirements first when analyzing the privacy and confidentiality requirements for children with disabilities. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded TA Centers
Other U.S. Department of Education / Federal Partner Technical Assistance Centers and Resources
Coordinated Early Intervening Services ⇓The IDEA allows, and sometimes requires, local educational agencies (LEAs) to use funds provided under Part B of the IDEA for coordinated early intervening services (CEIS). This provision permits LEAs to use no more than 15 percent of Part B funds to develop and provide CEIS for students who are currently not identified as needing special education. OSEP Guidance and Resources
Correctional Education ⇓Students with disabilities represent a large portion of students in correctional facilities, and it appears that not all students with disabilities are receiving the special education and related services to which they are entitled. Absent a specific exception, all IDEA protections apply to students with disabilities in correctional facilities and their parents. The fact that a student has been charged with or convicted of a crime does not diminish his or her substantive rights or the procedural safeguards and remedies provided under the IDEA to students with disabilities and their parents. OSEP Guidance and Resources
During the September call, OSEP invited Part B, State Special Education Directors, Title I Part D State Coordinators, Local Educational Agencies (LEAs), Juvenile Justice Facilities Administrators, State Adult Correctional Facility Administrators, Juvenile Justice Advocacy Groups, Parents and Technical Assistance Support Centers to hear the latest on correctional education, collaboration, trends, challenges, and successes. Each federal and state agencies shared information and resources to support improving educational outcomes for student with disabilities in correctional settings.
The Office of Special Education Programs (OSEP) has developed a voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing special education and related services to students with disabilities in correctional facilities. This self-assessment addresses some—but not all—the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) as they apply to States, State educational agencies (SEAs), and public agencies (including local educational agencies [LEAs] and responsible noneducational public agencies) in educating these students.
Other U.S. Department of Education / Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
Other U.S. Department of Education / Federal Partner Technical Assistance Centers and Resources
COVID-19 (Coronavirus) ⇓The department has issued resources specific to the education of students with disabilities in the wake of the COVID-19 (Coronavirus) pandemic. The department compiled a list of department-specific resource, and the Centers for Disease Control and Prevention (CDC) has provided guidance for school settings. The following resources are related to educating students with disabilities. OSERS and OSEP Guidance and Resources Return to School Roadmap under IDEA
Other Guidance and Resources
Newsletters
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
Disability Category ⇓According to IDEA Part B Regulations Section 300.8: Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. Visit Section 300.8 for more on disability categories as outlined in IDEA Part B Regulations. Disaster Response ⇓When States and localities experience natural, man-made and health related disasters, the Office of Special Education Programs (OSEP) coordinates interagency initiatives and provides guidance on the type of flexibilities available under the Individuals with Disabilities Education Act (IDEA), and the supports and materials available that may assist in addressing the disaster and the related trauma event. In addition, OSEP collaborates with the Disaster Recovery Unit (DRU), established within the Immediate Office of the Assistant Secretary of Elementary and Secondary Education (OESE), which was created to spearhead disaster recovery work across the United States Department of Education (Department). The DRU supports all school community stakeholders affected by Federally declared natural disasters across the K–12 and higher education spectrum. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers
Other Federally Funded Organizations
Discipline/Behavioral Supports ⇓Under the IDEA, the primary vehicle for providing a free appropriate public education (FAPE) is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child. In the case of a child whose behavior impedes the child’s learning or that of others, the IEP Team must consider – and, when necessary to provide FAPE, include in the IEP – the use of positive behavioral interventions and supports, and other strategies, to address that behavior. School personnel may remove a child with a disability who violates a code of student conduct from his or her current placement to an appropriate interim alternative educational setting, another setting, or suspension for up to 10 consecutive school days in a school year (to the extent those alternatives are applied to children without disabilities), and for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct, so long as those removals do not constitute a change of placement. A disciplinary change of placement is a disciplinary removal of more than 10 consecutive school days or a series of removals that total more than 10 school days in a school year that constitute a pattern of removals because of factors such as the length of each removal, the total amount of time that a child has been removed, and the proximity of the removals to one another. Within 10 days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the responsible local educational agency (LEA), the parent, and relevant members of the child’s IEP Team must first conduct a manifestation determination. This occurs through a review of all relevant information in the student’s file, including the IEP, any teacher observations, and any relevant information provided by the parents. The group must determine if the child’s behavior was caused by, or had a direct and substantial relationship to, the child’s disability, or if the behavior was the direct result of the LEA’s failure to implement the IEP. If the behavior is determined to be a manifestation of the child’s disability, the IEP Team either must conduct a functional behavioral assessment unless one had already been conducted prior to the behavior that resulted in a change in placement, and implement a behavioral intervention plan for the child or review an existing behavioral intervention plan and modify it, if necessary, to address the behavior. Also, unless the parent and the LEA agree to a change in placement, the child must be returned to the placement from which he or she was removed. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Dispute Resolution ⇓OSEP encourages parents and local educational agencies (LEAs) to work collaboratively, in the best interests of children, to resolve the disagreements that may occur when working to provide a positive educational experience for all children, including children with disabilities. To this end, the IDEA and its implementing regulations provide specific options for resolving disputes between parents and public agencies, which can be used in a manner consistent with our shared goals of improving results and achieving better outcomes for children with disabilities. Part B of the IDEA provides parents with the following options for resolving disagreements about their child’s education program: state complaints, mediation, and due process complaints. Any individual or organization, including one from another state, may file a state complaint to resolve allegations that a public agency has violated a requirement of Part B of the IDEA. OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Early Childhood Inclusion in Least Restrictive Environments ⇓All young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations. Children with disabilities and their families continue to face significant barriers to accessing inclusive high-quality early childhood programs despite the legal foundation and research base supporting inclusion. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
English Learners with Disabilities ⇓English learners (ELs) are among the fastest-growing populations of students in our nation’s public schools. This diverse subgroup of approximately 4.5 million students brings important cultural and linguistic assets to the public education system, but also faces a greater likelihood of lower graduation rates, academic achievement, and college enrollment than their non-EL peers. The IDEA and Section 504 of the Rehabilitation Act of 1973 (Section 504) address the rights of students with disabilities in school and other educational settings. If an EL is suspected of having one or more disabilities, the local education agency (LEA) must evaluate the EL promptly to determine if the EL has a disability or disabilities and whether the EL needs disability-related services, which are special education and related services under IDEA or regular or special education and related aids and services under Section 504. Disability evaluations may not be delayed because of a student’s limited English language proficiency (ELP) or the student’s participation in a language instruction educational program (LIEP). Also, a student’s ELP cannot be the basis for determining that a student has a disability. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
Evaluation and Reevaluation ⇓In determining whether a child has a disability under the IDEA, and is eligible to receive special education and related services because of that disability, the local education agency (LEA) must conduct a comprehensive evaluation, which requires the use of a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child. This information, which includes information provided by the parent, may assist in determining:
A reevaluation must occur at least once every three years, unless the parent and the public agency agree that a reevaluation is unnecessary. OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Free Appropriate Public Education ⇓The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child. An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. OSEP Guidance and Resources
Highly Mobile Children and Children Who are Homeless ⇓Highly mobile children include children experiencing frequent family moves into new school districts, such as military-connected children, migrant children, children in the foster care system, and children who are homeless. While these children often possess remarkable resilience, they also experience formidable challenges as they cope with frequent educational transitions. It is important for school administrators and teachers, including special education administrators and special education teachers, to have accurate and timely information to meet their responsibilities to make a free appropriate public education (FAPE) available to highly mobile children with disabilities under IDEA, including affording all of IDEA’s rights and protections to eligible children and their parents when the children change school districts. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
Individualized Education Program ⇓The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C. §1400(d)(1)(A). Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child. An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities. The child’s IEP must be developed, reviewed, and revised in accordance with the requirements outlined in the IDEA in 34 CFR 300.320 through §300.324. OSEP Guidance and Resources
OSEP and OSEP Funded Technical Assistance Centers’ Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Least Restrictive Environment ⇓The least restrictive environment requirements have existed since passage of the Education for all Handicapped Children Act (EHA) in 1975 and are a fundamental element of our nation’s policy for educating students with disabilities. EHA was renamed the IDEA in 1990. These requirements reflect the IDEA’s strong preference for educating students with disabilities in regular classes with appropriate aids and supports. Under section 612(a)(5) of the IDEA, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, must be educated with children who are not disabled. Further, special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
Monitoring and Enforcement ⇓The IDEA requires states monitor the implementation of IDEA Part B requirements and to make determinations annually about the performance of each local educational agency using the categories:
For Part C, the state must monitor implementation of the IDEA Part C requirements and make determinations annually about the performance of each early intervention service program using the following categories:
States must use appropriate enforcement mechanisms, if applicable, which must include actions such as:
The primary focus of the state’s monitoring activities must be on improving educational results and functional outcomes for all children with disabilities and ensuring that:
OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Parents’ Rights and Procedural Safeguards ⇓The IDEA provides certain protections to parents of children with disabilities. A copy of the procedural safeguards available to parents must be provided to the parents one time per school year, except that a copy also must be given to parents (1) upon initial referral or parent request for evaluation; (2) upon receipt of the first state complaint under 34 300.151-300.153 and upon receipt of the first due process complaint under 300.507 in a school year; (3) in accordance with the IDEA’s discipline procedures in 300.530(h); and (4) upon request by a parent. There are several procedural safeguards available to parents under Part B, including:
The requirement to provide a copy of the procedural safeguards available to parents as well as the full list of the procedural safeguards is described in 34 CFR 300.504. Under IDEA Part C, the procedural safeguards are designed to protect the rights of parents and their infant or toddler with a disability, as well as give families and early intervention lead agencies a mechanism for resolving disputes. Each lead agency is responsible for establishing procedural safeguards that meet the requirements of 34 CFR 303.400. The procedural safeguards include provisions related to:
The procedural safeguards also:
OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Physical Education and Adapted Physical Education ⇓Physical education services, specially designed if necessary, must be made available to every child with a disability receiving a free appropriate public education, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless the child is enrolled full-time in a separate facility or the child needs specially designed physical education as prescribed in the child’s individualized education program (IEP). If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of the child must provide the services directly or make arrangements for those services to be provided through other public or private programs. For a child with a disability who is enrolled in a separate facility, the public agency responsible for the child’s education must ensure she or he receives appropriate physical education services in accordance with the requirements in 34 CFR 300.108. OSEP Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
Response to Intervention ⇓For those students who may need additional academic and behavioral supports to succeed in a general education environment, schools may choose to implement a multi-tiered system of supports (MTSS), such as response to intervention (RTI) or positive behavioral interventions and supports (PBIS). MTSS is a school-wide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multi-level instructional and behavioral system to maximize student achievement and reduce problem behaviors. MTSS, which includes scientific, research-based interventions, also may be used to identify children suspected of having a specific learning disability. With a multi-tiered instructional framework, schools identify students at risk for poor learning outcomes; monitor their progress; provide evidence-based interventions; and adjust the intensity and nature of those interventions depending on a student’s responsiveness. Children who do not, or minimally, respond to interventions must be referred for an evaluation to determine if they are eligible for special education and related services; and those children who simply need intense short-term interventions may continue to receive those interventions. OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Secondary Transition ⇓The IDEA and its implementing regulations addresses transition services for children with disabilities. The term “transition services” means a coordinated set of activities for a child with a disability that:
Transition services may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. OSERS Guidance and Resources
Other U.S. Department of Education/Federal Partner Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Significant Disproportionality (Equity in IDEA) ⇓IDEA requires states to collect and examine data to determine if significant disproportionality based on race and ethnicity is occurring in the state and the local educational agencies (LEAs) of the state with respect to:
The IDEA does not, however, define “significant disproportionality.” The regulations do not explicitly define the term either. Instead, regulations require states to use a standard methodology for analysis of disproportionality, which includes states setting a threshold above which disproportionality in the identification, placement, or discipline of children with disabilities within an LEA is significant. OSEP Guidance and Resources
OSEP Funded Technical Assistance Centers and Resources
IDEA 2004 Reauthorization Resources
Transportation Services ⇓The IDEA and its implementing regulations address the transportation needs of children with disabilities. Transportation is a related service as defined by 34 CFR §300.34(c)(16) of the IDEA regulations and can include travel to and from school and between schools; travel in and around school buildings; and specialized equipment such as special or adapted buses, lifts, and ramps. A child’s individualized education program (IEP) Team is responsible for determining both if transportation is required to assist a child with a disability to benefit from special education and related services and how the transportation services should be implemented. The IDEA and the implementing regulations also include travel training in the definition of special education. Travel training is instruction that enables children with disabilities to develop an awareness of the environment in which they live, and to learn the skills necessary to move effectively and safely from place to place within that environment. Both transportation and travel training are important services IEP Teams should continue to consider when they plan for a child’s postsecondary transition needs. IDEA 2004 Reauthorization Resources
Virtual Schools ⇓During the last decade, there has been a proliferation of educational models involving varying degrees of in-person and online instruction and practice. Many state educational agencies (SEAs) and local educational agencies (LEAs), including charter schools that operate as LEAs, provide a variety of Internet-based or online instruction to children, including children with disabilities under the IDEA. In addition, some LEAs have begun, or are considering, offering children the opportunity to attend virtual schools. The educational rights and protections afforded to children with disabilities and their parents under IDEA must not be diminished or compromised when children with disabilities attend virtual schools that are constituted as LEAs or are public schools of an LEA. OSEP Guidance and Resources
Severe Discrepancy, Severe Discrepancy, Severe Discrepancy, Severe Discrepancy, Severe Discrepancy, District wide, District wide, District wide, District wide What are the 10 categories of disabilities?autism; • deaf-blindness; • deafness; • emotional disturbance; • hearing impairment; • intellectual disability; • multiple disabilities; • orthopedic impairment; • other health impairment; • specific learning disability; • speech or language impairment; • traumatic brain injury; or • visual impairment (including ...
What are 14 major types of disability?The majority of IDEA appropriations are allocated to states by formula to carry out activities under Part B, which covers 14 disability categories: (1) autism, (2) deaf-blindness, (3) deafness, (4) emotional disturbance, (5) hearing impairment, (6) intellectual disability, (7) multiple disabilities, (8) orthopedic ...
What are the 13 categories of disabilities according to IDEA?The following are definitions of the 13 disability categories provided under IDEA.. AUTISM.. DEAF-BLINDNESS.. DEAFNESS.. EMOTIONAL DISTURBANCE.. HEARING IMPAIRMENT.. INTELLECTUAL DISABILITY.. MULTIPLE DISABILITIES.. ORTHOPEDIC IMPAIRMENT.. How many categories of special educational needs are there?There are three main types of provision to meet the range of educational needs found among students in primary and post-primary schools.
|
What are the 12 categories of disabilities under mississippi policies
Copyright © 2024 moicapnhap Inc.
