Marysa Prettyman

21 February 2019
SED341
Eligibility Requirements Chart

13 Disabilities for Special Education

Learning Disabilities (14)

- Student is unable to meet state standards when given assisted instruction time that is
acceptable for that students age in the following areas:
- Verbal communication.
- Listening skills.
- Writing skills related to communication.
- Fundamental reading.
- Reading skills related to communication.
- Solving math with calculators.
- Solving math with story problems.
- Student is unable to show growth, interest, or improvement when participating in the
subject of science. This includes research, scientific method, and labs.
- Student shows abnormal amount of strengths and weaknesses related to grades,
standardized testing, based on their grade level. The level of strengths or weakness is
determined by using appropriate testing for the student at all ages.
- Things that are not typically a result of LD include; culture, seeing, hearing, movement,
emotions, environment, autism, and lack of English.
- To make sure that students are not having a lack of understanding in materials like math,
reading, class time because of an improper referral process and diagnosis. Student must
also have a referral process and initial testing in native language.
- There is a documentation showing completed assignments and assessments of how the
student has improved or declined in academics. Academics include classroom time,
academic work, results are given to parents/guardians.
Cognitive Impairments (6)
- Functioning at or below two standard levels than the “normal”, shown by academic
testing.
- Standardized test scores are approximately in the bottom six percentiles for reading and
math. Not applicable to students who are not at that grade level and or age.
- Student shows a delayed development, especially in the cognitive area of the brain.
- The student shows weakening of the “new” expressions.
- Is really evident in all areas of the student’s academics.
- The student’s disability should be clarified after a thorough evaluation by a team of
educators in the building, especially a school psychologist.

Speech and Language Impairment (8)

- A speech deficiency where the student has a lack of understanding the primarily language
used in the classroom- the primary language in the classroom is different from student’s
native language. Students will be provided services if lacking in one of the following
areas:
Students who struggle with Phonology
- Students who struggle with Morphology
- Students who struggle with Syntax
- Students who struggle with Semantics
- Students who struggle with Pragmatics
- Students who struggle with speaking and making the correct articulations when saying
words, their words might not sound “normal”, or they might replace a specific letter
sound with a different letter sound.
- Students who may also struggle with fluency. They may have a hard time talking and or
they might stutter which makes it challenging to communicate with others.
 - Students may also struggle when it comes to talking out loud, their voice may sound
different than what it is supposed to sound at that stage of development.

Visual Impairment (5)

- The student’s visual impairment even with glasses/contacts is still so severe that it
interferes with student’s education. Severity may include being blind or a small ability to
see.
- Students near sighted and far sighted vision is 20/70 or lower even after with glasses and
or contacts.
- The student’s peripheral vision is no more than 20 degrees range.
- The student has been diagnosed by a doctor that he/she has a worsening eye condition.
- A meeting with a mobility specialist needs to be made if the student’s vision is at 20/200
or below OR has deteriorating peripheral vision which is restricting for that student.
Hearing Impairment (1)
- Student has hearing loss that is getting worse or permanent, but not as severe as students
who are deaf. Students may struggle with speaking and using communication skills due
to hearing loss.
Deaf-Blind (3)
- When a student is DB it means that the disability is associated with a permanent hearing
loss and visual impairment. Having both hearing loss and a visual impairment is very
challenging especially with communication, developing, and having access to the proper
and best accommodations in school. One of the most unique and specific needs are met
when a student is DB.
- DB means two different things; one student individually may not meet all the
requirements of DB but if their DB affects them enough it will also greatly impact the
student’s academics and ability to be involved in school.
- Students with DB can still function to the best of their ability, but their responses and
forms of communication are most-likely due to the incentives that are auditory and visual
in the classroom or environment.
Traumatic Brain Injury (11)
 - TBJ occurs when someone gets an injury on the brain from an outside physical force
which leaves a permeant or temporary damage on the brain which effects individuals
academics.
- Classified if individual has open and or closed head injury that changes students’ actions
which are related to one or more of the following:
- Language.
- Remembering events.
- The ability to stay focused.
- Making correct decisions.
- Having a change in feelings.
- Not physically functioning properly.
- Unable to process information correctly.
- The injury does not pertain to individuals if the injury occurred at birth.

Autism Spectrum Disorder (14)

- Student qualifies for ASD for two reasons: one measuring the impairment of social
interactions that are related to nonverbal actions and lack of social interactions. Examples
include lack of eye contact, lack of expressing feelings, etc.
- Difficult time making friendships with students or individuals the same age.
- The student’s impairment is spur-of-the-moment type of personality; excited one
moment, nervous the next, shows different interests in different people or things at
different times.
- Unable to reply to others with similar emotions.
- Demonstrates measuring impairments of communication in one of the following: Set-
back in, absence of, the fundamentals of speech and language that is not helped by any
attempt to eliminate forms of communicating including gestures or mimes.
- Student has deficiency when trying to start and engage when trying to communicate with
others.
- Student may be known as repetitive unique and quirky languages.
 - Student has a shortage of or unexperienced amount of time playing “make-believe”,
therefore creating a lack of developmental skills.
- The well-known behaviors that may be repetitive are shown as one of the following;
having a surrounding fixation with 1 or more of the labeled and regulated obsessions with
an unusual amount of time.
- Not able to be or understand how to be flexible or go with the flow when there is a
change of routine or change of pattern.
- A reoccurrence of constant movement, may be rocking the body, tapping of fingers, any
motor like skills that are frequently repeated.
- Student has a constant attachment with specific things.
- Student may respond abnormally or unpredictably during sensory overload.
- There is no one specification to be diagnosed with ASD and should not be confused or
related to schizophrenia or and emotional impairment. There is a large spectrum for this
disability and no one solution.

Emotional Impairment (7)

- Students are unable to function without assistance from special education teachers.
Students will be determined EI after proper assessments and data collection related to
emotions over a certain amount of time in hopes that the EI disability will improve at
some point during their educational career.
- The student’s behavior is caused because they student is unable to have personal
relationships with others in the school building.
- Non-acceptable behaviors and emotions in normal situations.
- Almost always depressed and feeling sad.
- Usually associated fears (physically) related to personal problems.
- Students who are EI may have emotions related to those who have schizophrenia. But EI
does not include students who are unstable in an environment unless tested and identified
otherwise.
- The EI classified students do not include or related to those who have health related
problems that cause them to be emotionally unstable.
Early Childhood Developmental Depay (2)
- Services end after student is older than 7 years old.
- Students are developmentally behind and are not allowed to be differentiated in at least
one or more standards of the regulated Early Childhood standards.

Other Health Impairment (14)

- OHI simply explained means that students have a restricted mobility in different areas
that all negatively affect academic learning.
- OHI related to chronic or smaller health problems such as, Asthma
- A health problem like ADD.
- A health problem like ADHD.
- A health problem like Diabetes.
- A health problem like Epilepsy.
- A health problem related to heart issues.
- A health problem like Hemophilia.
- A health problem like lead poisoning.
- A health problem like Leukemia.
- A health problem like Nephritis.
- A health problem like Rheumatic fever.
- A health problem like Sickle cell anemia.
- This health impairment, or impairment greatly affects the students’ academic
performance.
Physical Impairment (2)
- A severe orthopedic injury and or impairment that greatly decreases the students’
academic performance.
- These impairments may include one or more of the following; congenital anomaly,
disease (poliomyelitis, bone tuberculosis) and others like cerebral palsy.
Severe Multiple Impairment (4)
- These students work at a level two to three standards below average age level. Example
would be if a student has a HI that is so severe that their listening skills are not helping
their developmental skills related to speech and language.
- If a student has a visual impairment so severe that their visual skills do not allow the
student to move around by themselves in any environment.
- If a student has a physical environment so severe that they are unable to complete
activities on a day to day basis without someone to help them.
- If the students HI is so severe that they are medically at risk.