Exceptionality Chart
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Exceptionality Chart
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Exceptionality Chart
Rebecca Teann Pilgrim
EDUC 521 C02/Liberty University
R. Teann Pilgrim is a student at Liberty University obtaining a Master of Art in Teaching.
Exceptionality Chart
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Exceptionality Chart
Exceptionality
&
Definition
Criteria For
Services
Characteristics
General Teaching
Methods/
Instructional Strategies/
Technology
1. Autism Spectrum
Disorder
“A variety (or spectrum) of
related disorders that affect a
child’s social development
and ability to communicate
and that include unusual
behavioral manifestations
such as repetitive motor
movements” (Kirk et al.,
2020, p. 143).
“DSM-5
An individual must meet
criteria A, B, C, and D:
A. Persistent deficits
in social
communication
and social
interaction across
contexts, not
accounted for by
general
developmental
delays.
B. Restrictive,
repetitive patterns
of behaviors,
interests, or
activities.
C. Symptoms must
be present in early
childhood (but
may not become
fully manifest
until social
demands exceed
limited
capacities).
• “Lack of
Theory of the
Mind (the
ability of
human beings
to understand
the thinking
and feelings of
other people
that’s necessary
for
understanding,
predicting, and
shaping the
behavior of
others).
• Acting out or
aggressive
behavior due to
limited ability
to
communicate.
• Hypersensitivit
y to sensory
stimuli
• Trouble with
important
thinking skills
• “Early intervention
and early diagnosis
• Naturalistic
intervention Peer-
mediated
instruction and
intervention
• Social narratives of
social stories;
Comic strip
conversations
• Prompting; visual
supports
• Creating Structure
• Improving Social
Skills
• Functional
Behavior
Assessment
• Assistive
Technology (voice
output
communication
aids)
• Focused
Intervention
Practice
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D. Symptoms
together limit and
impair everyday
functioning” (Kirk
et al., 2020, p.
146).
like decision-
making,
problem
solving,
executive
function, and
the more
complex mental
processes of
reasoning and
evaluation.
• Difficulty with
a range of
motor skills
such as gross
motor, fine
motor, and
motor
planning” (Kirk
et al., 2020, pp.
148-150).
• Comprehensive
Treatment Models
(TEACCH, EIBI)”
(Kirk et al., 2020,
pp. 154-161).
2. Emotional/Behavio
ral Disability
“(i)
Emotional disturbance
means a condition
exhibiting one or more of
the following
characteristics over a long
period of time and to a
marked degree that
adversely affects a child’s
educational performance:
(A)
“exhibit one or
more of
characteristics
over a long period
of time and to a
marked degree
that adversely
affects a child’s
educational
performance”
(IDEA, 2017).
• An inability to
learn which
cannot be
explained by
intellectual,
sensory, or
health factors;
• An inability to
build or
maintain
satisfactory
interpersonal
RtI Approaches
• “ Tier 1 “strong
core reading
program that is
adaptable for
students currently
doing poorly
(Simonsen et al.,
2008). consensus on
school rules and
classroom
performance
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An inability to learn that
cannot be explained by
intellectual, sensory, or
health factors.
(B)
An inability to build or
maintain satisfactory
interpersonal relationships
with peers and teachers.
(C)
Inappropriate types of
behavior or feelings under
normal circumstances.
(D)
A general pervasive mood
of unhappiness or
depression.
(E)
A tendency to develop
physical symptoms or
fears associated with
personal or school
problems.
(ii)Emotional
disturbance includes
schizophrenia. The term
does not apply to children
who are socially
maladjusted, unless it is
determined that they have
an emotional disturbance
under paragraph (c)(4)(i)
of this section” (Kirk et al,
2020)
relationships
with peers and
teachers;
• Inappropriate
types of
behavior or
feelings under
normal
circumstances;
• A general
pervasive mood
of unhappiness
or depression;
or
• A tendency to
develop
physical
symptoms or
fears associated
with personal
or school
problems.
expectations is also
part of the Tier I
model. Such rules
should be enforced
schoolwide and
applied in every
classroom to give
students a sense of
stability and few
surprises.”
• Tier 2 “positive
behavior supports,
functional behavior
assessments, social
skills instruction,
and self-
management
practices (Lewis,
Hudson, Richter, &
Johnson, 2004).”
• Tier 3 applied
behavior analysis
(ABA)
Wraparound Approach
Makes use of outside
agencies, however school
personnel must be involved.
OSEP Technical Assistance
Center on Positive
Behavioral Interventions
and Supports, a
collaboration between the
U.S. Department of
Education and 11 technical
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assistance units across the
United States” (Kirk et. Al,
2020).
3. Hearing
Impairment/Deaf
“A hearing loss is defined by
the degree of loss, the type
of loss, and the age at which
the loss occurred. The
Individuals with Disabilities
Education Act (IDEA, 2004)
defines deafness as a hearing
impairment that is severe
enough that the child cannot
process linguistic
information through hearing,
even when using
amplification or hearing
aids” (Kirk, 2020).
“requires documentation
of an adverse educational
impact and the need for
specially designed
instruction, which is not
based solely on a clinical
or medical diagnosis”
(VDOE, 2022).
• “Turning head
to position ear
in the direction
of the speaker
• Favoring one
ear over
another
• Using a loud
voice when
speaking
• Mispronouncin
g words (such
as
misarticulation
of certain
speech sounds
or omitting
certain
consonant
sounds)
“In general, the
instructional strategies that
lead to the academic
success of students who are
deaf and hard of hearing are
comparable to those used
with all students” (VDOE,
2022).
Technologies:
• Hearing aides
• Cochlear Implants
• Auditory Brainstem
Implants
• Assistive Listening
Devices
• Signaling/Alerting
Devices
• Captioning
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• Asking for
information to
be repeated
frequently
• Not responding
when addressed
• Difficulty with
following
directions or
instructions
• Seeming
distracted
and/or confused
• Appearing to
be inattentive,
restless, tired or
daydreaming
• Distracted
easily by visual
or auditory
stimuli
• Lack of, or
delayed
development of
speech and
language
• Intently
watching faces
during
conversation
• Giving
incorrect
answers to
questions
• Not startled by
loud noises
• Specialized
Telecommunication
Equipment
• Communication
apps
• Relay Services
• Video Remote
Interpreting
(VDOE, 2022).
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• Preferring to be
by themselves
(i.e., playing
alone rather
than with a
group, or
withdrawing
from social
situations)
• Problems
hearing
environmental
sounds (i.e.,
doorbell,
telephone
ringing, people
calling and/or
talking to the
student from
behind)
• Sitting close to
the sound
source (i.e.,TV,
radio, and/or
turning up the
volume”
(Trinity, 2022).
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4. Intellectual
Disability
"The current definition of
intellectual disability by the
AAIDD (2013) is as follows:
Intellectual disability is a
disability characterized by
significant limitations both
in intellectual functioning
and in adaptive behavior,
which covers many every
day social and adaptive
skills. This disability
originates before the age of
18” (Kirk, et. al, 2020).
"(i) Subject to paragraph
(a)(2)(ii) of this section, if
it is determined, through
an appropriate evaluation
under §§300.304 through
300.311, that a child has
one of the disabilities
identified in paragraph
(a)(1) of this section, but
only needs a related
service and not special
education, the child is not
a child with a disability
under this part.
(ii) If, consistent with
§300.39(a)(2), the related
service required by the
child is considered special
education rather than a
related service under State
standards, the child would
be determined to be a
child with a disability
under paragraph (a)(1) of
this section” (IDEA,
2022).
• “sit up, crawl,
or walk later
than other
children
• Learn to talk
later, or have
trouble
speaking
• find it hard to
remember
things
• have trouble
understanding
social rules
• have trouble
seeing the
results of their
actions
• have trouble
solving
problems”
(CDC,2022)
For moderate students
• “Learn to read at
least the “survival
words” (stop,
poison, restroom,
school bus, and so
on). (You may
create a list of
survival words for
your community.)
• Master basic
arithmetic and
understand the
various
denominations of
money.
• Learn social skills,
such as the ability
to work
cooperatively with
others.
• Develop some
leisure-time
activities and skills.
• Communicate
effectively with
persons such as
storekeepers and
community helpers.
• Learn work skills to
be partially or fully
self-supporting in
adulthood
For mild students
“The curriculum in the early
grades will be the Common
Core State Standards
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(CCSS)—supplemented by
adaptations (such as more
time to master the material)
needed for his success
(Kirk, 2020)
“It is in the secondary
program that attention is
traditionally paid to
community adjustment and
work skills.” (Kirk, 2020).
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5. Learning Disability
U.S. Department of
Education (2004) SEC. 602.
DEFINITIONS.
(29) SPECIFIC LEARNING
DISABILITY.
• (A)
IN GENERAL. The
term “specific
learning disability”
means a disorder in
one or more of the
basic psychological
processes involved
in understanding or
in using language,
spoken or written,
which disorder may
manifest itself in the
imperfect ability to
listen, think, speak,
write, spell, or do
mathematical
calculations.
• (B)
DISORDERS
INCLUDE. Such
term includes such
conditions as
perceptual
disabilities, brain
injury, minimal
brain dysfunction,
dyslexia, and
developmental
aphasia. …
“A State must adopt,
consistent with §300.309,
criteria for determining
whether a child has a
specific learning disability
as defined in
§300.8(c)(10). In addition,
the criteria adopted by the
State—
(1) Must not require the
use of a severe
discrepancy between
intellectual ability and
achievement for
determining whether a
child has a specific
learning disability, as
defined in §300.8(c)(10);
(2) Must permit the use of
a process based on the
child’s response to
scientific, research-based
intervention; and
(3) May permit the use of
other alternative research-
based procedures for
determining whether a
child has a specific
learning disability, as
defined in §300.8(c)(10).
(b) Consistency with State
criteria. A public agency
must use the State criteria
adopted pursuant to
paragraph (a) of this
section in determining
whether a child has a
• “Problems
reading and/or
writing
• Problems with
math
• Poor memory
• Problems
paying
attention
• Trouble
following
directions
• Clumsiness
• Trouble telling
time
• Problems
staying
organized”
(USDHHS,
2022).
• “break learning into
small steps;
• administer probes;
• supply regular,
quality feedback;
• use diagrams,
graphics and
pictures to augment
what they say in
words;
• provide ample
independent, well-
designed intensive
practice;
• model instructional
practices that they
want students to
follow;
• provide prompts of
strategies to use;
and
• engage students in
process type
questions like
“How is the
strategy working?
Where else might
you apply it?”
• direct instruction;
• learning strategy
instruction; and
• using a sequential,
simultaneous
structured multi-
sensory approach.
• Scaffolding” (LDA
America, 2022).
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• (C)
DISORDERS NOT
INCLUDED. Such
term does not
include a learning
problem that is
primarily the result
of visual, hearing, or
motor disabilities, of
mental retardation,
of emotional
disturbance, or of
environmental,
cultural, or
economic
disadvantage.
specific learning
disability” (IDEA, 2022).
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6. Multiple
Disabilities
“Concomitant impairments
(such as intellectual and
developmental disabilities—
blindness or intellectual and
developmental disabilities—
orthopedic impairment) that
result in severe educational
needs that require special
services” (Kirk et al., 2020,
p. 423).
“Children must be found
eligible for special
education and related
services under IDEA
before an Individualized
Education Program (IEP)
is developed” (VDOE,
2022).
• “Limited
speech or
communication
;
• Difficulty in
basic physical
mobility;
• Tendency to
forget skills
through disuse;
• Trouble
generalizing
skills from one
situation to
another; and/or
• A need for
support in
major life
activities (e.g.,
domestic,
leisure,
community use,
vocational)”
(OCECD,
2022).
• “Programs should
assess needs in four
major areas:
domestic,
leisure/recreational,
community, and
vocational
• Instruction should
include: Expression
of choice;
communication;
functional skill
development; and
age-appropriate
social skills
training.
• multidisciplinary
approach is crucial
• Adaptive aids and
equipment enable
students to increase
their range of
functioning. For
example, in recent
years computers
have become
effective
communication
devices. Other aids
include:
wheelchairs,
typewriters,
headsticks (head
gear), clamps,
modified handles
on cups and
silverware, and
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communication
boards” (OCECD,
2022).
7. Orthopedic
Impairment
“A severe orthopedic
impairment that adversely
affects a child’s educational
performance (e.g., cerebral
palsy, amputations, and
fractures or burns that cause
contractures)” (Kirk et al.,
2020, p. 423).
(i) Subject to paragraph
(a)(2)(ii) of this section, if
it is determined, through
an appropriate evaluation
under §§300.304 through
300.311, that a child has
one of the disabilities
identified in paragraph
(a)(1) of this section, but
only needs a related
service and not special
education, the child is not
a child with a disability
under this part.
(ii) If, consistent with
§300.39(a)(2), the related
service required by the
“Can’t control own
body
Often times, their
cognitive ability isn’t
affected
Often need assistive
tools such as wheel
chairs, walkers, etc.
Sometimes cognitive
abilities are affected”
(Kirk et al, 2020).
• expanded core
curriculum must
also include motor
skills; children with
cognitive
challenges will
need functional
skills for daily
living (Best et al.,
2010)
• Systematic activity-
based instruction
• Basic academic
skills can be
embedded in the
skill training.
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child is considered special
education rather than a
related service under State
standards, the child would
be determined to be a
child with a disability
under paragraph (a)(1) of
this section (IDEA, 2022).
• expanded core
curriculum
• Motor skills and
mobility constitute
a critical area of
skill development
for children with
physical
disabilities.
• Functional skills
• assistive technology
(AT), and
technology related
to augmentative
communication”
(Kirk, et al, 2020)
8. Traumatic Brain
Injury
“An acquired injury caused
by an external physical
force, resulting in total or
partial functional disability
and/or psychosocial
impairment that requires
special educational services”
(Kirk et al., 2020, p. 423).
• “In order to be
considered, the
student must
have a
documented
medical
diagnosis of
traumatic brain
injury before a
special education
evaluation is
initiated. The
evaluation is
then conducted
to determine the
existence of
educational
needs related to
the brain injury.
• Difficulties
understanding
language
(receptive
language)
• Difficulties in
speaking or
verbal output
(expressive
language)
• Catastrophic
reactions
(depression,
anxiety)
• Difficulty
speaking
• Impaired logic
• Sequencing
difficulties
• “Navigating
Assistive
Technology
• conduct a
functional
academic
evaluation, which
includes
interviews and
observations in
the areas of
organization,
study skills, work
completion, and
interaction/functional
communication skills
• re- evaluation is
important
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If a student has
been recently
evaluated in a
clinical or
medical setting
as a result of a
traumatic brain
injury, this
information
should be
considered and
incorporated into
the school
evaluation”
(AASEP,2022).
• Decreased
control over
right-sided
body
movements
• Visual-spatial
impairment
• Visual memory
deficits
• Left neglect
(inattention to
the left side of
the body)
• Decreased
awareness of
deficits
• Altered
creativity and
music
perception
• Loss of “the big
picture” type of
thinking
• Decreased
control over
left-sided body
movements
(BIAUSA,
2022).
• review
instructional
objectives
• revise programs”
(AASEP, 2022).
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9. Visual Impairment,
including Blindness
and Deafblindness
Deafblindness:
“Concomitant hearing and
visual impairments, the
combination of which causes
severe communication,
developmental, and other
educational needs that
require special services”
(Kirk et al., 2020, p. 423).
Like other criteria for
services each State can set
their own criteria
eligibility. IDEA states,
“some States direct their
LEAs to implement a two-
step process when
addressing whether a child
suspected of having a
visual impairment may be
eligible for special
education and related
services under the IDEA.
During the first step, the
eligibility team is required
to reach a decision as to
whether the child has one
or more of the conditions
that the State has
identified and believes
could affect a child’s
vision functioning. During
the second step, the
eligibility team determines
the extent that it should
proceed further and
examine whether the
condition adversely affects
the child’s educational
performance. However, if
the eligibility team were to
conclude the child’s vision
difficulties do not fall
within one of the
State Coordinators
State’s listed criteria or
conditions, the eligibility
team would not consider
• “Eyes that
don’t move
together when
following an
object or a face
• Crossed eyes,
eyes that turn
out or in, eyes
that flutter from
side to side or
up and down,
or eyes that do
not seem to
focus
• Eyes that bulge,
dance, or
bounce in rapid
rhythmic
movements
• Pupils that are
unequal in size
or that appear
white instead of
black
• Repeated
shutting or
covering of one
eye (as noticed
with Julian)
• Unusual degree
of clumsiness,
such as
frequent
bumping into
things or
knocking things
over
• Use of senses is
strongly encouraged
“senses of smell,
touch, taste, and
hearing
• sensory learning
• move about safely
and independently,
which is known as
orientation and
mobility (O&M);
• use assistive
technologies
designed for
children with visual
impairments;
• use what residual
vision they have
effectively and
efficiently; and
• read and write in
Braille, if
determined
appropriate by the
IEP team of the
child after a
thorough
evaluation” (Parent
Center Hub, 2022).
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whether the child’s visual
functioning adversely
affects his or her
educational performance.
Such a practice is
inconsistent with the
IDEA. While it is
permissible for a State to
provide examples of the
types of conditions that
would meet the State’s
criteria for “visual
impairment including
blindness,” the SEA or
LEA may not preclude
eligibility teams from
considering whether other
vision conditions, even
with correction, adversely
affect the child’s
educational performance
such that the child requires
special education and
related services under the
IDEA. (IDEA,2022).
• Frequent
squinting,
blinking, eye-
rubbing, or face
crunching,
especially when
there’s no
bright light
present
• Sitting too
close to the TV
or holding toys
and books too
close to the
face
• Avoiding tasks
and activities
that require
good vision”
(Parent Center
Hub, 2022).
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10. Other Health
Impairment
“Limited strength, vitality,
or alertness, including
heightened alertness to
environmental stimuli, that
are due to chronic or acute
health problems such as
asthma, attention deficit
disorders, diabetes, epilepsy,
cystic fibrosis, heart
conditions, hemophilia, lead
poisoning, leukemia,
nephritis, ulcerative colitis
and Crohn’s disease,
rheumatic fever, sickle cell
anemia, or Tourette
syndrome and that require
special educational services”
(Kirk et al., 2020, p. 423).
“The identification process
involves a comprehensive
medical evaluation, which
includes a medical and
developmental history
(illnesses, medical history
of family members,
problems during
pregnancy and labor, and
developmental progress), a
physical examination, and
laboratory tests or other
special procedures needed
for accurate diagnosis.
When the child enters
preschool or kindergarten,
a comprehensive
educational assessment
must be completed. IDEA
requires that assessments
be timely, comprehensive,
and multidisciplinary
(CEC, 2006)” (Kirk et. Al,
2020).
“Chronic or acute
health problems that
fall under "other health
impairment"
• Asthma
• Hemophilia
• Lead poisoning
• Leukemia
• Nephritis
• Rheumatic
fever
• Sickle cell
anemia
• Tourette
syndrome
Some Specific
Conditions –
• Attention
Deficit/Hypera
ctivity Disorder
• Diabetes
• Epilepsy
• Heart
condition”
(VDOE, 2022).
• “use of a
multidisciplinary
team for planning
and
implementation,
access to
appropriate
technologies to
support
independence, and
educational
interventions that
respond to both
strengths and
challenges” (Kirk et
al, 2020).
• Systematic activity-
based instruction
• Use of expander
core curriculum
• Motor skills and
mobility constitute
a critical area of
skill development
for children with
physical disabilities
• Functional skills
can be used
immediately by the
student, are
necessary in
everyday settings,
and increase the
student’s
independence to
some extent” (Kirk
et al, 2020).
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11. Developmental
Delays
“In the United States,
defined by each state, and
can occur in any of the five
critical domains: cognitive,
communicative, social-
emotional, motor, and
adaptive development” (Kirk
et al., 2020, p. 79).
Criteria is determined
differently in each state.
According to IDEA, “A
rigorous definition of the
term “developmental
delay” must be determined
by each state; A State
policy that is in effect and
that ensures that
appropriate early
intervention services based
on scientifically based
research, to the extent
practicable, are available
to all infants and toddlers
with disabilities and their
families; A timely,
comprehensive,
multidisciplinary
evaluation of the
functioning of each infant
or toddler with a disability
in the State; For each
infant or toddler with a
disability in the State, an
individualized family
service plan in accordance
with section 1436 of this
title, including service
coordination services in
accordance with such
service plan; A
comprehensive child find
system; A public
awareness program
focusing on early
identification of infants
“Delays in development
are identified by
comparing a child’s
development in the five
key domains with the
development of other
same-age children;
Depth perception,
standing, walking,
sitting, reaching, etc.”
(Kirk et. Al, 2020).
• “Learning through
play is important
• Meet children
where they are to
offer appropriate
services
• activity-based
intervention
program (Carta &
Kong, 2007)
• Assistive
technology (AT)”
(Kirk, 2020).
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and toddlers with
disabilities; A central
directory that includes
information on early
intervention services,
resources, and experts
available in the State; A
comprehensive system of
personnel development,
including the training of
paraprofessionals and the
training of primary referral
sources;
Policies and procedures
relating to the
establishment and
maintenance of
qualifications to ensure
that personnel necessary to
carry out this subchapter
are appropriately and
adequately prepared and
trained; A single line of
responsibility in a lead
agency designated or
established by the
Governor; A policy
pertaining to the
contracting or making of
other arrangements with
service providers to
provide early intervention
services in the State”
(IDEA, 2022) for each
state.
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12. Language
Developmental
Disorder OR
Speech/Language
Impairment
“This disorder involves
difficulties with any
combination of spoken,
written, and symbol systems
used to share ideas and
messages. Language
disorders may impact
understanding and use of (a)
language form (phonology,
morphology, syntax), (b)
language content
(semantics), or (c) language
function (pragmatics)” (Kirk
et al., 2020, p. 293).
“Special education and
related services are
planned and delivered
based on each student’s
individualized educational
and developmental needs.
Most, if not all, students
with a speech or language
impairment will need
speech-language
pathology services. This
related service is defined
by IDEA as follows:
(15) Speech-language
pathology services
includes—
(i) Identification of
children with speech or
language impairments;
(ii) Diagnosis and
appraisal of specific
speech or language
impairments;
(iii) Referral for medical
or other professional
attention necessary for the
habilitation of speech or
language impairments;
(iv) Provision of speech
and language services for
the habilitation or
prevention of
communicative
impairments; and
(v) Counseling and
guidance of parents,
children, and teachers
“The characteristics of
speech or language
impairments will vary
depending upon the
type of impairment
involved. There may
also be a combination
of several problems.
articulation disorder,
he or she has difficulty
making certain sounds;
fluency disorder-
usually, a stutter; voice
disorder- the voice may
be hoarse, raspy, or
harsh; language
disorders include:
• improper use of
words and their
meanings,
• inability to
express ideas,
• inappropriate
grammatical
patterns,
• reduced
vocabulary, and
• inability to
follow
directions”
(Parent Center
Hub, 2022).
• “individual
therapy for the
child;
• consult with the
child’s teacher
about the most
effective ways to
facilitate the
child’s
communication in
the class setting;
• work closely with
the family to
develop goals and
techniques for
effective therapy
in class and at
home.
• Assistive
technology
(AT)(Parent Center
Hub, 2022).
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24
regarding speech and
language impairments.
[34 CFR
§300.34(c)(15)]”
(Parent Center Hub,
2022).
13. Cultural/ Ethnic/
Socioeconomic
Factors/ ELL
“Many students for whom
English is a second language
have difficulty learning in
American schools and may
be referred to special
education as a result” (Kirk
et al., 2020, p. 57).
The criteria for services
should be the same for the
exceptionality of a student
with English as the
primary language as it is
for a student with English
as a second language.
Students who fall under
the characteristics of a
specific disability, but
also who have other
cultural/ethnic/socioeco
nomic factors or
variables.
• Test students with
nonbiased
assessment that
include the use of
interpreters,
“culture fair” tests,
and separate norms.
(Kirk et al, 2015, p.
56).
• Mindful
interpretations of
the tests.
• “The RtI model
Tier II, which
allows for
additional support
for learning short of
referral to special
education” (Kirk et
al., 2020, p. 57).
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25
14. Medical
Aspects/Major
Health
Impairments
A broad range of
exceptionalities that involve
medical attention/care.
“When children are
dealing with serious health
problems, their life and
education will be
impacted. The support
needed for each child will
depend on the range and
severity of the
problem…medical experts
take the lead on the
diagnosis and planning
medical interventions,
while the general
education teacher takes
responsibility for needed
daily supports and for
knowing the appropriate
protocols for initial
response in an emergency”
(Kirk et al., 2020, p. 427).
A wide variety of
medical health
impairments that could
include:
• Asthma
• Cancer
• Sickle Cell
Anemia
• HIV/AIDS
• Acquired
Diseases
“Advances in medicine
have led to lifesaving
interventions for children
with physical disabilities
and health impairments. As
medical interventions have
improved, the life
expectancy for children
with severe disabilities has
been extended. Improved
medical interventions are
also increasing the survival
rate for soldiers who have
been wounded…medical
supports also can enhance
the quality of individuals
who have lost limbs regain
functioning, new blood
sugar monitors can maintain
a continuous check to help
regular diabetes,
improvements in surgical
procedures for infants allow
doctors to repair heart
defects, and new treatments
for cancer have led to nearly
80 percent survival rates for
children” (Kirk et al., 2020,
p. 421).
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26
References
Kirk, S., Gallagher, J., Coleman, M., Hardman, M., Egan, M. W., Drew, C., Gargiulo, R., Metcalf, D., Boyle, J., Scanlon, D., &
Landrum, J. (2020). Foundations of Exceptionality. Cengage.
Centers for Disease Control and Prevention. (n.d.). Centers for Disease Control and Prevention. Retrieved October 13, 2022, from
https://www.cdc.gov/
Chapter 13 - Traumatic Brain Injury - AASEP. (n.d.). Retrieved October 17, 2022, from
http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-13-Special_Education_Eligibility.pdf
Education, V. D. of. (n.d.). Emotional disability. VDOE :: Emotional Disability. Retrieved October 17, 2022, from
https://doe.virginia.gov/special_ed/disabilities/emotion_disability/index.shtml
Functions of the brain. Brain Injury Association of America. (2022, August 26). Retrieved October 17, 2022, from https://www.biausa.org/brain-
injury/about-brain-injury/basics/function-of-the-brain
Hearing loss: Chapter 2: Definitions, identification, and professionals. Hearing Loss | Chapter 2: Definitions, Identification, and Professionals |
Trinity University. (n.d.). Retrieved October 17, 2022, from https://www.trinity.edu/sites/students-vision-hearing-loss/hl-definitions
Kirk, S., Gallagher, J., Coleman, M., Hardman, M., Egan, M. W., Drew, C., Gargiulo, R., Metcalf, D., Boyle, J., Scanlon, D., &
Landrum, J. (2020). Foundations of Exceptionality. Cengage.
Multiple Disabilities Resources. (n.d.). Retrieved October 18, 2022, from https://www.ocecd.org/MultipleDisabilitiesResources.aspx
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27
Sec. 300.8 (C) (4). Individuals with Disabilities Education Act. (2017, May 2). Retrieved October 17, 2022, from
Office of Special Education and rehabilitative services. (n.d.). Retrieved October 20, 2022, from https://sites.ed.gov/idea/files/letter-on-visual-
impairment-5-22-17.pdf
https://sites.ed.gov/idea/regs/b/a/300.8/c/4
Speech and language impairments. Center for Parent Information and Resources. (n.d.). Retrieved October 18, 2022, from
https://www.parentcenterhub.org/speechlanguage/
Successful strategies for teaching students with learning disabilities. Learning Disabilities Association of America. (n.d.). Retrieved October 18,
2022, from https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/
U.S. Department of Health and Human Services. (n.d.). What are some signs of learning disabilities? Eunice Kennedy Shriver National Institute
of Child Health and Human Development. Retrieved October 18, 2022, from
https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs
