SPECIAL EDUCATION DEPARTMENT
Lisa Swanson, Director
The following list contains special education terms, definitions and acronyms that are commonly used
by schools during the Individual Education Program (IEP) process.
Autism means a developmental disability significantly affecting and nonverbal communication and social
interaction, generally evident before age three (3) that adversely affects a child’s educational performance.
Other characteristics often associated with autism are engagement in repetitive activities and stereotyped
movements, resistance to environmental change or change in daily routines, and unusual responses to
sensory experiences. The term shall not apply if a child’s educational performance is adversely affected
primarily because the child has an emotional-behavior disability.
Common traits





Unusual fixation (for instance, only playing with round toys.
Inability to focus without first completing a routine.
Disruptive behavior when ordinary schedule is interrupted.
Unusual communication habits (from not talking at all to repeating certain phrases).
Difficulty understanding social interactions.
Tips for teachers




Give directions one step at a time, utilizing various cues to reiterate instructions.
Assistive technology can reduce communication issues.
To combat disinterest, learn what intrigues your student so that you can grab his or her
attention.
Teachers getting to know a student can help you avoid disruptive behavior. Find out what
calms your student and what riles up him or her.
Deaf-blindness means concomitant hearing and visual impairments that have an adverse effect on
the child’s education performance, the combination of which causes severe communication and other
developmental and educational needs that cannot be accommodated in special education programs
solely for children with deafness or children with blindness, unless supplementary assistance is
provided to address educational needs resulting from the two (2) disabilities.
Common traits




Deaf-blindness describes a person who has some degree of loss in both vision and hearing.
The amount of loss in with vision or hearing will vary from person to person.
Educational challenges vary based on a student’s individual needs.
Two areas of education affected by deaf-blindness are reading and communicating.
Tips for teachers




Overcoming the educational challenges entails knowing your student’s individual abilities. Can
the student use sign language or read lips?
Through touch an individual can learn and gain perspective on different objects.
You can use touch cues to enhance a student’s academic pursuits.
Touch cues should be shared between parents and teachers to improve communications.
Developmental Delayed or "DD" means that a child within the ages of three (3) through eight
(8) has not acquired skills, or achieved commensurate with recognized performance expectations for
his age in one (1) or more of the following developmental areas: cognition, communication, motor
development, social-emotional development, or self-help-adaptive behavior. Developmental delay
includes a child who demonstrates a measurable, verifiable discrepancy between expected performance
for the child’s chronological age and current level of performance. The discrepancy shall be
documented by: (a) Scores of two (2) standard deviations or more below the mean in one (1) of the
areas listed above as obtained using norm-referenced instruments and procedures; (b) Scores of one
and one-half (1 1/2) standard deviations below the mean in two (2) or more of the areas listed above
using norm-referenced instruments and procedures; or (c) The professional judgment of the ARC that
there is a significant atypical quality or pattern of development. Professional judgment shall be used
only where normal scores are inconclusive and the ARC documents in a written report the reasons for
concluding that a child has a developmental delay
Common traits






An IQ less than 70 indicates an intellectual disability.
Delay in reaching developmental milestones such as sitting up and talking.
Unable to perform activities such as getting dresses or using the restroom.
Difficulty remembering things
Trouble comprehending accepted social behaviors and/or understanding the consequences to
actions.
Poor problem-solving skills.
Tips for teachers
 Educating individuals with that are developmental delayed require awareness and much
patience. Awareness involves a conscious effort to choose activities and words wisely.
 You will likely need to go over lessons or correct a student’s inappropriate behavior multiple
times.
 To combat difficulty in completing complex tasks, divide these tasks into small steps.
 In the high school years teachers should focus on enhancing skills that will allow the student to
live independently and transition into adulthood.
Emotional Behavior Disorder
or "EBD" means that a child, when provided with
interventions to meet instructional and social-emotional needs, continues to exhibit one (1) or more of
the following, when compared to the child’s peer and cultural reference groups, across settings, over a
long period of time and to a marked degree: 1. Severe deficits in social competence or appropriate
behavior which cause an inability to build or maintain satisfactory interpersonal relationships with
adults or peers; 2. Severe deficits in academic performance which are not commensurate with the
student’s ability level and are not solely a result of intellectual, sensory, or other health factors but are
related to the child’s social-emotional problem; 3. A general pervasive mood of unhappiness or
depression; or 4. A tendency to develop physical symptoms or fears associated with personal or school
problems. (b) This term does not apply to children who display isolated (not necessarily one (1)
inappropriate behaviors that are the result of willful, intentional, or wanton actions unless it is
determined through the evaluations process that the child does have an emotional-behavioral disability.
Common traits

There are six types of emotional disturbances: anxiety disorders, bipolar disorders, conduct
disorders, obsessive-compulsive disorder (OCD) and psychotic disorders, but this list in not
inclusive.
The behavioral issues such as temper tantrums and crying uncontrollably related to this
disability can be educationally challenging.

Tips for teachers



Preventive measures are often best solutions to disruptions linked to emotional disturbances.
Functional behavioral assessments (FBAs) are recommended as a preventable strategy. The
FBA identifies what leads a student to act out so that an effective behavior intervention plan
can be developed.
Collaboration with other professionals who work with the student to determine specific way
to effectively educate the student.
Hearing Impairment sometimes referred to as "deaf" or "hard of hearing", means a hearing loss
that: (a) May be mild to profound, unilateral or bilateral, permanent or fluctuating, and is determined
by: 1. An average pure-tone hearing loss in the speech range (500Hz, 1000Hz, and 2000Hz) of at least
25dB in the better ear; 2. An average pure-tone hearing loss in the high-frequency range (2000Hz,
4000Hz, and 6000Hz) of at least 45dB in the better ear; or 3. An average pure-tone unilateral hearing
loss in the speech range (500Hz, 1000Hz, and 2000Hz) of at least 60dB in the impaired ear; (b) Results
in difficulty identifying linguistic information through hearing; and (c) Has an adverse effect on the
child’s educational performance.
Common traits


Hearing loss fall into four subcategories: conductive, sensorineural, mixed and central.
These identify the location in the body in which the hearing impairment occurs.
Hearing aids and other sound amplifying assistive technologies (AT) often work for students
with conductive hearing loss, as their impairments stem from the outer or middle ear.

Sensorineural, mixed and central hearing losses stem from the inner ear, the central nervous
system or a combination of the two.
Typically hearing loss is categorized as slight, mild, moderate, severe or profound,
depending on how well an individual can hear the frequencies that are commonly associated
with speech.

Tips for teachers








Educational obstacles related to hearing impairments stem around communication. A
student with a hearing impairment may experience difficulty in the subjects of grammar,
spelling and vocabulary. As well as, taking notes while listening to lectures, participating in
classroom discussions, watching educational videos or presenting oral reports.
Early intervention is very important. This can limit communication hurdles.
Typically, both oral (speech, lip reading and use if residual hearing) and manual (sign
language) communication are used with and taught to children with hearing impairment.
Voice articulation training is often recommended to help students learn to form sounds
which they cannot hear.
Designate a note taker for these students to allow full concentration on listening to a lecture.
These students need to sit at the front of the classroom. Students who read lips often need to
sit close to the teachers, while those who use sign language may use an interpreter.
Turn on captions during a video can reiterate what a student may pick up from his or her
amplifying device.
Never underestimate a student’s intelligence based on a hearing impairment. Children with
hearing impairments, language acquisition and language development are significantly
delayed. As a result, some may incorrectly estimate the child’s intelligence as low. Avoid
this mistake.
Mild Mental Disability means that a child has one (1) of the following: (a) A mild mental
disability (MMD) in which: 1. Cognitive functioning is at least two (2) but no more than three (3)
standard deviations below the mean; 2. Adaptive behavior deficit is at least two (2) standard deviations
below the mean; 3. A severe deficit exists in overall academic performance including acquisition,
retention, and application of knowledge; and 4. Manifestation is typically during the developmental
period; or
(b) Functional Mental Disability (FMD) in which: 1. Cognitive functioning is at least three (3) or
more standard deviations below the mean; 2. Adaptive behavior deficits are at least three (3) or more
standard deviations below the mean; A severe deficit exists in overall academic performance including
acquisition, retention, and application of knowledge; and 4. Manifestation is typically during the
developmental period.
Common traits

.
Tips for teachers
Multiple Disabilities or "MD" means concomitant impairments that have an adverse effect on
the child’s educational performance, the combination of which causes severe educational needs that
cannot be accommodated in special education programs solely for one (1) of the impairments.
Examples of MD include mental disability-blindness, and mental disability-orthopedic impairment.
Multiple disabilities do not mean deaf-blindness nor does it mean a speech or language impairment in
combination with another category of disability.
Common traits



Given the numerous disability combinations possible, multiple disabilities encompass a
broad range of traits.
Common characteristics include hampered speech and communication skills, challenges
with mobility and a need for assistance in performing everyday activities.
Medical conditions such as seizures and “water on the brain” (hydrocephalus) can
accompany multiple disabilities.
Tips for teachers








There are numerous educational challenges, for example a child’s ability to effectively
communicate with teachers, support staff and peers.
Finding a setting suitable to the child’s intelligence level and the student’s capability to
function in the classroom.
Another challenge is assessing and compensating for visual and hearing impairments.
The strengths and desires of the student should help guide the overall educational
challenges.
The use of assistive technology and alternative communication methods including text-tospeech technologies, hearing aids and sign language can neutralize communication
problems.
Physical therapy and occupational therapy can ease physical challenges.
An instructional aide can provide assistance in cases in which functioning independently is
difficult or impossible.
Solutions from priority seating to alternative textbook (Braille, audio, etc.) to hearing aids
and sign language can compensate for visual and hearing impairments.
Orthopedic Impairment or "OI" means a severe orthopedic impairment that adversely affects
a child’s educational performance. The term includes: (a) An Impairment caused by a congenital
anomaly such as clubfoot, or absence of some member; (b) An Impairment caused by disease such as
poliomyelitis, or bone tuberculosis; and (c) An impairment from other causes such as cerebral palsy,
amputations, and fractures or burns that causes contractures.
Common traits


Orthopedic impairments can stem from various causes.
Impairments such as burns that cause contractures are permanent shortening (as of muscle,
tendon, or scar tissue) producing deformity or distortion.
Tips for teachers




Considering the diversity in conditions that are embodies by the orthopedic impairments,
educational challenges will differ case by case.
Some of the possible academic barriers include non-accessible transportation, trouble
maneuvering around the classroom and hallways, earning mandated physical education
credit and communicating effectively.
Mobility devices such as wheelchairs, walkers, crutches and canes need to be considered
when assigning seats.
Assistive technology and speech therapy should be considered for those with
communication difficulties.
Other Health Impaired or "OHI" means having limited strength, vitality, or alertness,
including a heightened alertness to environmental stimuli, that results in limited alertness with respect
to the educational environment, that: (a) Is due to a chronic or acute health problem, such as acquired
immune deficiency syndrome, asthma, attention deficit disorder, attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, sickle cell anemia, Tourette’s syndrome, or tuberculosis; and (b) Adversely affects a
child’s educational performance.
Common traits


Given the wide range of impairments that OHI covers compiling a list of common traits if
an overbearing task.
Researching the traits of a specific condition within the classification of OHI will allow
you to gain a better understanding of the common traits of that condition.
Tips for teachers



All OHI students should have all the student’s special needs listed in their IEP.
The vast majority of students served in the OHI category have attention
deficit/hyperactivity disorder (AD/HD).
Communication between parent, teacher and school nurse should occur on a regular basis,
especially if the school nurse plays a vital role in managing an OHI.
Specific Learning Disability or "LD" means a disorder that adversely affects the ability to
acquire, comprehend, or apply reading, mathematical, writing, reasoning, listening, or speaking skills
to the extent that specially designed instruction is required to benefit from education. The specific
learning disability (LD) may include dyslexia, dyscalculia, dysgraphia, developmental aphasia, and
perceptual/motor disabilities. The term does not include deficits that are the result of other primary
determinant or disabling factors such as vision, hearing, motor impairment, mental disability,
emotional-behavioral disability, environmental or economic disadvantaged, cultural factors, limited
English proficiency, or lack of relevant research-based instruction in the deficit area.
Common traits


Specific learning disabilities commonly affect skills in the areas of reading (called
dyslexia), writing (dysgraphia), listening, speaking, reasoning and math (dyscalculia).
Signs of these learning disabilities tend to appear in elementary school.
Tips for teachers





Educational challenges include, difficulty reading out loud, poor reading comprehension,
struggling to write papers and essays, trouble understanding lectures, difficulty holding a
pencil.
Students with learning disabilities usually have average or above average intelligence. Their
brains just process information differently.
The term “learning differences” offers a more accurate snapshot that captures the essence of
learning disabilities.
Given the appropriate special education services, students with learning disabilities can
flourish academically.
Identifying the students strengths and weaknesses give a student the best overall
accommodations based on their specific learning disability.
Traumatic Brain Injury or "TBI" means 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. Traumatic brain injury does not mean brain
injuries that are congenital or degenerative, or brain injuries induced by birth trauma. Traumatic brain
injury means open or closed head injuries resulting in impairments in one (1) or more areas, including:
Common traits


A wide range of traits are associated with traumatic brain injury.
These traits include memory difficulties (both short term and long term), problems
concentrating, trouble maneuvering (maybe even paralysis), struggling with relating to
peers.
Tips for teachers


Educational challenges range from difficulty taking tests and exams, to problems with
following complex directions, to difficulty learning new skills.
TBI students generally need extra time to complete tests.

TBI assessment process offers an ideal opportunity to get to know the student.
Speech or Language Impairment means a communication disorder, including stuttering,
impaired articulation, language impairment, a voice impairment, delayed acquisition of language, or an
absence of language, that adversely affects a child’s educational performance.
Common traits





Speech and language impairments tend to emerge at a young age. The earlier a child is
diagnosed and receives services, the more likely that child can outgrow the disability.
If a student fails to meet the speech or language milestones he or she might have a speech
or language impairment.
Parents are usually the first to suspect that a child might have a speech or language
impairment.
It is important to note that hearing issues, autism and a number of other disabilities can
masquerade as speech and language impairments.
Students with a suspected impairment should be evaluated by a speech-language
pathologist to avoid misdiagnosis.
Tips for teachers





Communication is the core of education, impairments of speech and language can impact a
student’s entire educational experience.
Some of the challenges could be communicating effectively with classmates and teachers,
understanding and/or giving oral presentations, participating in classroom discussions, and
attaining normalcy within a group.
Early intervention is an important helpful tool with children with speech and language
impairments. Working with a speech-language pathologist during the preschool years can
be a game changer.
Speech-language impairments requiring long-term attention generally remain manageable.
Bullying is an issue for some students with speech-language impairments; for example,
peers might mock a stutter or lisp. Bullying often becomes more than a social issue as it can
distract the student who is the target from his or her class work.
Visual Impairment or "VI" means a vision loss, even with correction that: (a) Requires
specialized materials, instruction in orientation and mobility, Braille, visual efficiency, or tactile
exploration; (b) Has an adverse effect on the child’s educational performance; and (c) Meets the
following: 1. The child has visual acuity with prescribed lenses that is 20/70 or worse in the better eye;
or 2. The child has visual acuity that is better than 20/70 and the child has one (1) of the following
conditions: a. A medically-diagnosed progressive loss of vision; b. A visual field of twenty (20)
degrees or worse; c. A medically-diagnosed condition of cortical blindness; or d. A functional vision
loss.
Common traits


Some common traits include near-sightedness and far-sightedness, as well as more
complex conditions like congenital cataracts and strabismus.
Some common signs which may indicate that a child has a visual impairment include
irregular eye movement (for instance, eyes that don’t move together or that appear
unfocused), unusual habits (such as covering one eye or frequently rubbing eyes), and
sitting abnormally close to a television or holding a book close to the face.
Tips for teachers





Intelligence does not require sight; therefore, overcoming educational challenges is vital to
enabling a student with a visual impairment to reach his or her full academic potential.
Challenges include safely maneuvering around the classroom, conceptualizing objects,
reading and operating standard educational tools such as calculators and word processing
software.
Early intervention can help students strengthen his or her vision.
Orientation and mobility training is essential to allow a student with a visual impairment to
move around a classroom.
Arranging classroom furniture a certain way can reduce possible dangers for a student with
a visual impairment