Categories of Disability
New York State Recognizes Thirteen Categories of Disability when diagnosing and administrating exceptional learners. Some of these categories are what are termed low incidence disabilities, meaning that they occur relatively rarely. Others are known as high incidence disabilities, and they are relatively common among the population. In any given inclusive classroom, a teacher is likely to have several students that have been categorized with one of the high incidence disabilities, and in rarer cases might even have one or more students with a low incidence disability. This newsletter will try to cover some of the major categories of disability and how it affects the way in which they are taught.
Learning Disabilities
-This disability is essentially processing problems that interfere with learning basic skills such as reading, writing or math that can interfere with higher-level skills such as: Organization, Time-planning, Abstract reasoning, Long or short term memory, and Attention.
-People with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individuals potential and actual achievement.
-Specific learning disabilities would include dysgraphia, dyslexia, and language processing disorder.
Speech or Language Impairment
-Students with this disability often are unable to comprehend spoken sentences, follow a sequence of directions, or have a limited vocabulary or may not speak at all and are less likely to initiate conversations.
-These students often need specialists to work with them to improve their speech and language understanding, but the use of assistive technology can help students develop their skills and master content.
Other Health Impairments / ADHD
- There are two major groups of children with OHI - Children with chronic illnesses such as asthma, cystic fibrosis, and diabetes and Children with infectious diseases such as HIV/AIDS and Hepatitis B.
- ADHD falls under this category, and is “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.”
-Teachers should try to create a distraction free environment, give instructions and assignments part by part, allow breaks, and provide visuals rather than just texts to help students with ADHD.
Intellectual Disabilities
-A disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.
-Intellectual function refers to the ability to reason, plan, and learn, while adaptive behavior means things such as conceptual skills like literacy and understanding of money, social skills, personal independence, and the ability to function in school or other public places.
-Teachers should give students with this disability many opportunities to respond, extra instructions or reading the instructions aloud, and focus on memory aides for their students to help them remember content.
Autism Spectrum Disorder
-A range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. It is not based on intelligence, but rather social skills.
-Autism is on a spectrum, with some being less affected, and others more affected. General characteristics are: Severe delays in language development, social difficulties, a preference for routine, and a fascination with odd aspects (patterns, objects, etc).
-Teachers should structure time and space, stick to the routine, and prepare the child for changes, provide visual stimuli, demonstrate rather than speak instructions, and provide encouragement for good behaviors and progress.
These are five of the most common, or high incidence, disabilities that might be found in the classroom. Each disability offers its unique challenges and strategies that ensure that the students learn. It is important to note that students with these disabilities, and the other eight disabilities not discussed here, all can learn and achieve success. For more information on these disabilities, or the other disabilities not discussed here, this website is a great resource.
-This disability is essentially processing problems that interfere with learning basic skills such as reading, writing or math that can interfere with higher-level skills such as: Organization, Time-planning, Abstract reasoning, Long or short term memory, and Attention.
-People with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individuals potential and actual achievement.
-Specific learning disabilities would include dysgraphia, dyslexia, and language processing disorder.
Speech or Language Impairment
-Students with this disability often are unable to comprehend spoken sentences, follow a sequence of directions, or have a limited vocabulary or may not speak at all and are less likely to initiate conversations.
-These students often need specialists to work with them to improve their speech and language understanding, but the use of assistive technology can help students develop their skills and master content.
Other Health Impairments / ADHD
- ADHD falls under this category, and is “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.”
-Teachers should try to create a distraction free environment, give instructions and assignments part by part, allow breaks, and provide visuals rather than just texts to help students with ADHD.
Intellectual Disabilities
-A disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.
-Intellectual function refers to the ability to reason, plan, and learn, while adaptive behavior means things such as conceptual skills like literacy and understanding of money, social skills, personal independence, and the ability to function in school or other public places.
-Teachers should give students with this disability many opportunities to respond, extra instructions or reading the instructions aloud, and focus on memory aides for their students to help them remember content.
Autism Spectrum Disorder
-A range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. It is not based on intelligence, but rather social skills.
-Autism is on a spectrum, with some being less affected, and others more affected. General characteristics are: Severe delays in language development, social difficulties, a preference for routine, and a fascination with odd aspects (patterns, objects, etc).
-Teachers should structure time and space, stick to the routine, and prepare the child for changes, provide visual stimuli, demonstrate rather than speak instructions, and provide encouragement for good behaviors and progress.
These are five of the most common, or high incidence, disabilities that might be found in the classroom. Each disability offers its unique challenges and strategies that ensure that the students learn. It is important to note that students with these disabilities, and the other eight disabilities not discussed here, all can learn and achieve success. For more information on these disabilities, or the other disabilities not discussed here, this website is a great resource.
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