![]() One example is ADHD which impacts attention. This is an umbrella term that covers conditions that limit a student’s strength, energy or alertness. Orthopedic ImpairmentĪn orthopedic impairment means that a student lacks function or ability in their body for example, cerebral palsy. Multiple DisabilitiesĪ student with more than one condition that creates educational needs that cannot be met in a program designed for any one disability. This is an umbrella term that covers learning challenges that impact a student’s ability to read, write, listen, speak, reason or do math. A student may also have poor communication, self-care and social skills. Intellectual DisabilityĪ student with significantly below average intellectual ability and adaptive (life) skills. This type of hearing loss can change over time. A tendency to develop physical symptoms or fears associated with personal or school problemsĪ student with a hearing loss not covered by the definition of deafness.A generally pervasive mood of unhappiness or depression.Inappropriate types of behavior or feelings under normal circumstances. ![]() An inability to build or maintain satisfactory relationships with peers and teachers.An inability to learn that cannot be explained by intellectual, sensory, or health factors.Emotional DisabilityĪ student who exhibits one or more of the following characteristics over a long period of time and to a degree that adversely affects the student’s educational performance: Communication and other developmental and educational needs are so unique that programs for students with deafness or with blindness cannot meet their needs. Deaf-BlindnessĪ student with both severe hearing and vision loss. DeafnessĪ student with a hearing impairment is unable to hear most or all sounds even with a hearing aid. It can also impact behavior and covers a wide range of symptoms. AutismĪ developmental disability, mainly affecting a child’s social and communication skills. ![]() Students must be eligible for one of the 13 disability classifications as defined by the New York State Education Department’s Regulations of the Commissioner of Education: Part 200. The principal can work with staff to help your child. Instead, information from the evaluation will be given to the principal of your child’s school. If your child is not eligible, an IEP will not be developed.
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