IDEA disability categories with accommodationsOnline version IDEA disability categories with accommodations by Kelli Petrone 1 Autism 2 Deaf-Blindness 3 Deafness 4 Emotional Disturbance 5 Hearing Impairment 6 Intellectual Disability 7 Multiple Disabilities 8 Orthopedic Impairment 9 Other Health Impairment (OHI) 10 Specific Learning Disability (SLD) 11 Speech or Language Impairment 12 Traumatic Brain Injury (TBI) 13 Visual Impairment, Including Blindness A developmental disability that may affect communication, social interaction, behavior, sensory processing, and learning. Use a visual schedule and clear routines. Provide visual directions or break assignments into smaller steps. Allow access to a quiet or low-sensory workspace when needed. A combined hearing and vision loss that creates unique communication and learning needs. Provide information using the student’s preferred communication method, such as tactile materials, Braille, or sign language. Use adapted materials with enlarged print or high contrast. Allow additional time to access information and respond. A hearing loss that may significantly affect a student’s ability to hear spoken language and access instruction. Provide a qualified sign language interpreter or other communication support, when identified by the IEP team. Provide captioned videos and written directions. Seat the student where they can clearly see the teacher and other speakers. A condition that may affect a student’s ability to learn, build relationships, regulate emotions, or respond appropriately in school. Provide scheduled check-ins with a trusted adult. Use a calm-down space or self-regulation break. Give clear expectations and advance notice of changes. A hearing loss that may affect a student’s ability to access spoken instruction but does not meet the definition of deafness. Use a preferential seating arrangement that supports hearing and visual access. Provide written instructions and teacher notes. Use captioned media or an assistive listening system, if appropriate. A disability involving significant needs in intellectual functioning and adaptive skills that affect learning and daily school activities. Break learning tasks into smaller, manageable steps. Provide repeated directions, modeling, and guided practice. Allow additional time to complete assignments and assessments. The combination of two or more disabilities that creates significant educational needs that cannot be addressed by supporting only one disability area. Provide multiple ways to access instruction, such as visual, auditory, tactile, or hands-on supports. Use adaptive equipment or assistive technology. Provide additional time and individualized adult support, as identified in the IEP. A physical disability that affects movement, strength, coordination, or access to the school environment. Provide accessible seating, furniture, and classroom materials. Allow the use of assistive technology, such as speech-to-text or an adapted keyboard. Provide extra time for movement, written work, and transitions. A disability involving limited strength, energy, or alertness that may affect learning. Examples may include ADHD, epilepsy, diabetes, or other health conditions. Provide frequent movement or attention breaks. Give short, clear directions and check for understanding. Use organizational supports, such as checklists, planners, or assignment reminders. A disability that affects one or more areas of learning, such as reading, writing, listening, speaking, or mathematics. Dyslexia and dyscalculia may fall within this category. Provide audiobooks or text-to-speech for reading materials. Allow extended time for assignments and assessments. Provide graphic organizers, word banks, or calculation tools, depending on the student’s needs. A communication disorder that affects speech sounds, fluency, voice, language, or the ability to understand and use language. Give the student additional time to process questions and respond. Provide visual supports, pictures, or written directions. Allow the student to respond in different ways, such as pointing, typing, drawing, or using communication technology. An injury to the brain caused by an external physical force that may affect thinking, memory, attention, communication, behavior, or physical functioning. Provide written directions, notes, and memory aids. Break assignments into shorter sections with frequent check-ins. Allow extended time and reduced distractions during learning and assessments. A vision loss that affects educational performance, even when the student uses corrective lenses. Provide materials in Braille, large print, digital format, or another accessible format. Allow the use of screen readers, magnification, or other assistive technology. Give verbal descriptions of visual information, including diagrams, charts, and classroom demonstrations.
Match the muscular system to its function/characteristics