Exceptionalities Project – The 13 Disability Categories Outlined by IDEA

Exceptionalities Project – The 13 Disability Categories Outlined by IDEA

The central focus of this paper is to analyze and discuss the 13 disability categories stipulated by the Individuals with Disabilities Education Act (IDEA) for the elementary school age range. A student with disabilities is guaranteed free and appropriate public education under IDEA, a federal law in the United States. By getting insight into these disability categories and their signature features, educators and other concerned partners can better meet the varying needs of elementary school students. Accordingly, this paper will delve into different categories, which comprise definitions, features, and learning techniques. This paper intends to contribute to the understanding of these groups and give knowledgeable insights to provide an environment that is inclusive and supportive.

Autism

Autism, or autism spectrum disorder (ASD), is a developmental disability of the nervous system that presents with ongoing difficulties in social interaction, communication, and adopting or maintaining limited, repetitive behaviors or interests. According to the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 2013), autistic individuals may be seen to have deficits in social-emotional reciprocity, nonverbal communication skills, and the ability to form, maintain, and comprehend relationships. Individuals with autism show a great variety of characteristics. These include features like social problems, for example, not being able to understand and react to social signals, communication problems, and the need to have a routine or a narrow range of interests.

Individuals with autism may also be prone to sensory sensitivities that include hyper- or hypo-sensitivity to sounds or lights. Moreover, they can be represented by repetitive behavior, having a particular interest or fixation, and poor coping with changes (American Psychiatric Association, 2013).

Taking into account the specific needs of each student, the most helpful learning ways for this domain are structured, visual-based instruction. For instance, it can be a visual schedule, a social story, or visual aids for effective communication and understanding. Simplifying the tasks, splitting them into smaller pieces, and giving clear and constant instructions are also among the ways to improve their comprehension and interaction with the functions. Adding visual aids, like visual indicators and signs, may help individuals with autism comprehend and navigate their vicinity.

The strategy that works for many autism patients is Applied Behavior Analysis (ABA), which is an evidence-based approach. ABA is very much about systematically observing and modifying behavior based on the learning theory. Basically, this is the increase of desired behaviors and the reduction in challenging behaviors through means of prompting, shaping, and fading. ABA can be effectively used in various locations, such as schools, homes, and communities.

Deaf-Blindness

Deaf-blindness is a disability category that is recognized under IDEA, which refers to people who have both visual impairments and hearing impairments: the result of their coexistence is that the children experience multiple developmental issues that are so severe that they can hardly help but cause them the problems that affect communication, development, and education. The sensory loss of a deaf-blind person is specific in that it changes the way in which the person figures out their environment and communicates with others.

The characteristics of individuals who are visually- and hearing-impaired differ based on the severity of the condition and the type of impairment. Notably, the severity of hearing and visual impairment poses a significant challenge to communication and access to essential information for individuals with these disabilities. Individuals with deaf-blindness usually communicate using tactile signing, braille, or assistive technology devices such as phone apps and communication technologies to communicate with people and access information.

The teaching strategies for students with deaf-blindness focus on overcoming sensory obstacles and also allowing communication, independence, and access to information. Sensory and practical strategies are the core strategies used. These strategies involve touch and movement, which is the key to learning and communication. For example, haptic signing is a practice of presenting information via touch or by using tactile symbols and objects rather than separating words.

Lastly, persons who are deaf-blind may also be helped by assistive technology, such as refreshable braille displays or screen readers, which enable them to get written or digital information. The environment alteration, such as the installation of appropriate light and acoustics, may reportedly significantly contribute to their absorption of education. By working together with the appropriate professionals, such as teachers of people who are blind and deaf, success in developing individualized learning plans that will help people who are deaf-blind thrive in classical education can be achieved.

Deafness

The term deafness is used to represent those with some degree of hearing loss that may range from mild to severe. The deaf community has an auditory impairment, and therefore, these individuals prefer sign language, written communication, or assistive hearing tools for communication and accessing information (Basura et al., 2023). Deaf people with different characteristics can be divided into various groups, such as children with late deafness, adults with severe hearing loss, and those with good intervention. Some people are born deaf, while others acquire deafness with age. The adverse effects of deafness on communication and language development may be substantial. People who are deaf experience issues in understanding spoken language, oral communication, and social interactions, which rely primarily on the sense of hearing.

It is necessary to accommodate the needs of learners who are deaf in the classroom by using a multimodal approach that addresses their peculiar modes of communication. American Sign Language (ASL) or other sign systems may have a significant impact on creating opportunities for communication and development for people who are deaf (Basura et al., 2023). Sign language as a visual-spatial modality provides interaction and communication between individuals that are not in words but through signs and gestures. Therefore, sign language can be viewed as a bridge to written language and literacy skills.

In the educational setting, the application of visual cues and visual aids is vital to those who are deaf. Visual aids, like visual schedules, diagrams, and illustrations, can contribute to the understanding of a topic and help a student learn various subjects. Captioning or producing transcriptions for audiovisual materials should be considered imperative for getting access to spoken information. One of the cases is assistive listening devices, including hearing aids and cochlear implants, that can help in sound amplifying and improving auditory access for people with residual hearing.

Emotional Disturbance

Emotional disturbance describes people who are unable to control their emotions and behavior, causing them to exhibit persistent and severe emotional or behavioral challenges that considerably affect their academic performance. These obstacles can include having problems in the social sphere, like being unable to create or keep friendships, behaving in an inadequate way, feeling continuously sad or upset, or being too scared or anxious.

The nature of emotional and behavioral problems occurs differently in different people. Some standard features include self-awareness deficits, impulsivity, aggression, withdrawal, self-injurious behavior, or pervasive feelings of sadness or anxiety (Pollack, 2023). Individuals with emotional disturbance may have impairments in social interactions, difficulty focusing on a task or completing it, and problems in school because of their emotional and behavioral challenges.

In order to make the curriculum more effective, the SEL (social-emotional learning) strategies can be used for the learners with emotional disturbance. Through SEL programs, students are equipped with the competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Pollack, 2023). Enhancing students’ skills in areas like emotional regulation, problem-solving, conflict resolution, and empathy can help them develop their social and emotional well-being and build a healthy classroom environment.

Customized behavioral support plans (BSPs) are an efficient way of dealing with emotional disturbance for learners. BSP maps out the direct steps and interventions to help change challenging behaviors and give positive alternatives. These plans might involve applying positive reinforcement, use of self-monitoring techniques, and de-escalation strategies to help students with their emotions and behaviors (Pollack, 2023). Collaboration among teachers, school psychologists, counselors, and families is the most crucial element in the process of educating learners with emotional disturbance. Information sharing can guarantee a continued and well-rounded approach to meeting their needs. In addition, collaborating with mental health professionals or outside agencies would be valuable for assistance in providing further support and services for affected students.

Hearing Impairment

Hearing impairment (HI) is a disability that covers a wide range of hearing loss levels, starting from mild to severe. Defined as the problem with the comprehension of sound, these individuals often resort to alternative means of communication like sign language, speechreading, or hearing aids to communicate and acquire information.

The characteristics of people with hearing impairment are different depending on the extent and type of hearing impairment that they are experiencing. Some people, for instance, may have problems understanding speech, bifurcation of sounds, or their localization. They could have issues in the educational settings because they are less exposed to spoken language, classroom discussions, and auditory information. In addition, people with hearing impairments people often experience social and communication difficulties that interfere with their relationships with peers and general academic participation.

Teaching learners with hearing problems means that it is necessary to employ strategies that maximize auditory access as well as communication effectiveness. One of the solutions is the use of assistive listening devices, for instance, hearing aids or cochlear implants, through which the softening of sounds and a better understanding of speech are made possible for those with residual hearing. Essentially, these gadgets help them to improve their listening and understanding of speech in the classroom and other learning situations.

To make interaction more inclusive, both sign language and sign-supported speech can be used by students with hearing impairment. Examples of sign language, ASL, or other sign systems facilitate visual-gestural communication and can bridge the gap between spoken language and literacy. Education interpreters and transliterators play a crucial role in overcoming this communication barrier by providing a means for students to interact with teachers and access information, as well as actively participate in classroom activities.

Intellectual Disability

Intellectual disability means that persons with this condition have severe shortcomings in the areas of intellectual functioning and the ability to adapt to the environment. Individuals present with a low intellectual level below the average, usually measured by the result of an intelligence quotient (IQ) test, and difficulties in multiple areas, including communication, self-care, social skills, and problem-solving. Intellectual disability usually occurs from childhood and influences the person throughout his life, and the level of this disability is different for different individuals.

The traits of a person with an intellectual disability can be noticed based on the severity and the specific areas of challenge they have. They face challenges with mastering academic skills such as reading, writing, and mathematics, and they, therefore, may need repetition and extra support to understand the concepts. Those with intellectual disability also suffer from memory loss, attention deficits, as well as a problem in reasoning and generalizing information. Further, they may begin to fall behind in their speech and language development, and they might have difficulties with social interactions and adaptive behaviors like self-sufficiency and time management.

It is vital to employ strategies intended to enhance individualized and varied teaching when dealing with learners with intellectual disabilities. This way of making complicated concepts simpler and easier to understand gives students an opportunity to get more familiar with a topic. Stated and specific instructions, together with visual aids, will help people with intellectual disability to grasp new knowledge and strengthen the process of learning. Multisensory and hands-on methods are known to be effective in enticing those with learning disability. Introducing manipulatives, real-life examples, and interactive activities can help students comprehend and derive meaning from abstract concepts (Bailey et al., 2019).

Additionally, the integration of technology, whether educational apps or adaptive software, is another way to give specific support and accommodate different learning styles. Finally, developing a helpful and friendly atmosphere in the classroom is paramount for students with intellectual disability. Developing an upbeat and encouraging atmosphere where each student’s strengths are acknowledged and they feel like part of a group can be a basis for their confidence and willingness to study. It is important to underline positive behaviors and give many opportunities for success, which will result in higher motivation and self-esteem.

Multiple Disabilities

Multiple disabilities refer to people with two or more disabilities that seriously hinder their learning. The disabilities can be of different types and can be a combination of intellectual disability, sensory impairments, physical disabilities, or other health impairments. The presence of multiple comorbid conditions leads to intricate and unusual challenges that must be addressed by individualized support and instructional strategies. Multiple disabilities display a large spectrum of symptoms that are dependent on the specific combination of disabilities that a person has. Learners might have problems developing skills in communication, mobility, self-care, socialization, and academic instruction. Such people are usually found to be in need of customized individual support to tackle the multitude of their different needs with a view to enhancing their growth and potential.

The key to teaching students with multiple disabilities is to apply an interdisciplinary and collaborative technique. An interdisciplinary team of experts, including teachers, therapists, specialists, and caregivers, helps prepare and put in place individualized education plans (IEPs) that properly address the varied needs of every student. Consequently, the team can implement a cross-disciplinary approach that will include methods that consider communication, mobility, information access, and isolation, to name but a few. The tactics, examples of which are augmentative and alternative communication systems, sign language, picture schedules, and assistive technology devices, can be utilized during the learning process for the purpose of better comprehension. Communication through clear and repeated visual cues, multisensory learning methods and hands-on activities are some of the ways to make learning more effective and the experience better.

Additionally, social interactions and a sense of belongingness should also be considered for people with multiple disabilities. Facilitating cooperation among peers, enabling the opportunity for collaborative learning, and adopting inclusive practices in class are some of the ways of social development that can lead to a friendly learning environment. By using a multidisciplinary and collaborative method, teachers are able to address communication needs, adapt to the learning environment, apply differentiated instruction, and encourage socialization, which will make way for learners with multiple disabilities to receive the necessary learning support and improve their growth and development.

Orthopaedic Impairment

Orthopedic impairment refers to people who have impairments that relate to the skeleton, muscles, or other parts of the body, and this makes the affected person unable to walk, manipulate things, or engage in activities of daily living. These functional disabilities can be either congenital or acquired through a disease, an injury or due to a long-standing illness. People with orthopedic disabilities share a variety of traits because of the type and degree of the impairment. They can suffer from mobility problems, poor coordination, reduced balance, deficiency of fine motor skills, and lack of physical stamina. These factors influence the extent to which students can attend physical activities, carry out their self-care routines, and access learning materials and environments.

In order to teach students with orthopedic impairments, one should consider their specific physical requirements and offer the necessary adjustments. This might imply the provision of assistive devices like wheelchairs, walkers, or adaptive devices for the purpose of mobility and independence. Modification of the physical environment to make it accessible, including ramps, elevators, and wheelchairs, is pivotal for inclusion. Using assistive technology tools like speech-to-text or text-to-speech software can be a way to bridge the gap in information and create independence in learning. Furthermore, humanizing the learning process by integrating hands-on and kinesthetic learning activities helps learners with orthopedic impairments to comprehend and retain ideas.

Collaboration and peer interaction between learners with orthopedic impairments is beneficial to them. Promoting inclusive approaches, developing teamwork, and creating socialization opportunities can increase their social skill and sense of belonging. Working with physical and occupational therapists and other professionals brings in new ideas and strategies that are useful in catering to the unique needs of students with orthopedic impairments. By considering the individual physical requirements of learners with orthopedic impairments, adapting instructional materials and approaches, providing individualized instruction and support, and promoting collaboration and socialization, educators can create an inclusive and supportive learning environment that contributes to the educational development and success of learners with orthopedic impairments.

Other Health Impairments

Besides mental impairments, there are also people whose educational performance is hugely hindered by chronic or acute health conditions. Examples of these conditions include asthma, diabetes, epilepsy, heart conditions, cancer, and other diseases that require ongoing treatment or interventions. The traits of individuals who have other health impairments may vary depending on the specific condition and the extent of its influence. They may notice a drop in energy levels, physical performance, and endurance. Moreover, some diseases may necessitate regular medical procedures, medication adjustments, or specific devices.

Accommodating teaching resources and methods is a crucial factor when students have other health impairments. The accessibility of materials by presenting them in appropriate formats, such as audio recordings or digital text, helps people with visual or reading problems. Assistive tech tools, such as speech-to-text and text-to-speech software, can be utilized for information access and self-directed learning. Implementing multisensory techniques, articulating precise instructions and expectations, and providing extra help and clarification should help understanding and engagement.

Individualized tutoring and encouragement are essential for students with other health impairments. The ability to recognize and respect people’s differences in energy levels, attention span, and specific requirements is vital for making sure that everyone does well. Offering more time for assignments and tests, allowing learners to submit assignments and tests at their own pace, and providing alternative ways to demonstrate knowledge can support learners in overcoming academic challenges. Regular communication and cooperation with the healthcare providers and the parents/guardians is a must so that the providers always have support and accommodations on standby.

It is significant to train the skills of self-advocacy and self-care in the case of children with other health impairments. One can support them in the development of these skills by encouraging them to communicate their needs clearly and understand their health status, which will lead to their independence and resilience. By providing opportunities for socialization and ways for learners with other health problems to interact with their peers, both in person and through technology, they will also feel connected and included.

Specific Learning Disability

Specific learning disability refers to the disability category of students who face problems in learning and using particular academic skills, even in spite of having average or above-average intelligence. However, the issues mentioned above are not the leading causes of these difficulties, which are also not intellectual disability, sensory impairment, or inadequate educational opportunities (Grigorenko et al., 2020). Individuals with specific learning disabilities can manifest their abilities in reading, writing, math, or other academic areas.

The traits of different individuals with specific learning disabilities may vary depending on the particular area of difficulty that they experience. For instance, a person encountering reading difficulties may face challenges such as decoding, fluency, comprehension, or a combination thereof. In writing, one could experience problems with spelling, grammar, organization, or coherence (Grigorenko et al., 2020). In math, challenges might be to understand the mathematical concepts, perform calculations correctly, or solve problems. Although they have a number of difficulties, individuals with specific learning disabilities often have strong points in other areas and can improve their learning experience from the targeted instruction and support.

When teaching children with learning disabilities, it is necessary to implement a multifaceted and individual approach. It is essential to determine the particular areas of weakness and unveil the teaching methods that will be appropriate for the learners. The provision of clear and systematic teaching, the breakdown of complex skills into smaller, simpler parts, as well as giving students multiple opportunities for practice are some of the strategies that work most effectively (Elsahar et al., 2019). It is also beneficial to work in cooperation with support specialists, such as special education teachers or speech-language pathologists, to leverage their knowledge and expertise.

Through the application of a multi-layered approach, explicit instruction, use of evidence-based practices, integration of assistive technologies, and creation of a learning environment that is supportive, teachers can significantly assist learners with specific learning disorders in developing and utilizing academic skills and thus ensuring their educational success and improvement of self-confidence.

Speech or Language Impairment

Speech or language impairment indicates the presence of problems with communication, which impedes the capacity of individuals to express themselves clearly or to fully comprehend others. These disabilities can involve many different diseases, and some of them are articulation disorders, language disorders, fluency disorders, and voice disorders, among others. Speech or language impairments can wreak havoc on an individual’s social interactions, school performance, and well-being, especially if they do not receive early recognition and treatment.

The features of individuals with speech or language impairments include difficulty in the articulation of sounds, the forming of words, the correct use of grammar and syntax, the correct understanding and use of vocabulary, and the coherent expression of ideas. Some people may find this hard to pronounce naturally with proper rhythm and fluency, while others may have problems with controlling the volume of their voice or bettering their voice quality. These hurdles can, for example, lead to an inarticulate speech or difficulties in reading and writing.

Adjusting instructional materials and methodologies can help people with speech or language problems to better assimilate the educational information. The use of visual materials like illustrations or diagrams makes the learning process more fun, and in this way, children will be able to understand and enrich their vocabulary. Implementing gestures and sign language, or the augmentative and alternative communication (AAC) systems, helps to establish communicative expressiveness for individuals with severe speech disorders (Elsahar et al., 2019). Most complex ideas can be explained in a more understandable way, making it possible for learners to grasp and bear the information.

Another approach that can be adopted to facilitate learners’ acquisition of language is direct and systematic language instruction. This can be done selectively and concentrating on the areas that need more attention, like grammar, vocabulary, and sentence structure, through direct instruction, modeling, and guided practice. Providing students with chances for repetition, reinforcement, and generalization of skills in different contexts will also foster the transfer of learning. The involvement or cooperation of speech-language pathologists and other people from the field can also assist the teacher in working with learners suffering from speech or language difficulties. These experts are able to offer information concerning an individual’s unique needs, help with designing specific interventions and strategies, and track progress over a certain period.

Traumatic Brain Injury

Traumatic brain injury (TBI) is a disability that is used to describe people who have suffered an injury to the brain because of an external force. TBIs can happen as a result of different accidents, blows to the head, or physical violence. The condition and outcome of a TBI can widely vary from a mild concussion to more severe injuries resulting in permanent cognitive, physical, and emotional impairments. TBI often creates mental problems such as memory impairment, problems with attention and concentration, executive function difficulties, reduced processing speed, and challenges with abstract reasoning (Oberholzer & Müri, 2019). Physical symptoms may be motor impairments, sensory deficits, balance issues, coordination problems, and fatigue. These changes in emotions and behavior, including episodes of mood swings, irritability, impulsivity, and difficulty controlling emotions, might emerge.

Teaching learners affected by traumatic brain injury should be concerned with their specific requirements. Setting up a structured and predictable learning environment may work as a source of security for people with TBI and help them deal with difficulties. Simplified and straightforward instructions, illustrations, and outline techniques will help to process and understand information. Splitting complex tasks into smaller components and creating a continuous review routine and repeated practice ensures learning and memory retention. Reducing distractions, creating a quiet place, and using tools like noise-canceling headphones or text-to-speech software can all be used to minimize cognitive overload and improve concentration (Oberholzer & Müri, 2019). Moreover, using multiple sensory methods, such as hands-on activities or visual demonstrations, can improve knowledge and involvement.

By taking into account the individualized cognitive, physical, and emotional needs of those with traumatic brain injury, introducing modifications to the learning environment and instructional materials, providing individualized instruction and supportive services, and working with an interdisciplinary team, educators can provide an inclusive and supportive learning environment that ensures the educational development and overall well-being of individuals with TBI.

Visual Impairment

Visual impairment can be described as a disability where persons have a significant loss of vision that cannot be fully corrected, even by using eyewear such as glasses or contact lenses. The visual disorder is diverse, going from partial sight to complete blindness. Visual impairments can result from several factors. These include congenital conditions, injuries, diseases, or degenerative conditions affecting the eyes or the visual processing pathways in the brain (Mpolomoka & Sakai, 2021). Individuals with visual impairment conditions can differ in terms of their specific conditions and the level of visual loss they experience. Some people may retain some vision and be able to see flickers of light, shapes, or colors, while others may not be able to see at all.

When teaching visually impaired students, it is necessary to take into account their specific requirements and ensure that they are given the essential options and support. Making a learner-friendly and accessible learning environment involves modification of the physical environment, instructional materials, and teaching techniques. The physical environment should be modified by making sure the lighting conditions are suitable, and glares are reduced. Wayfinding through clear pathways, neat classrooms, and the consistent arrangement of furniture can enhance the capacity to navigate safely and without any assistance (Mpolomoka & Sakai, 2021). The use of tactile cues like textured flooring and handrails can be beneficial for orienting and getting around. Besides, motivating and educating adaptation skills, like using a walking cane or a guiding dog, is critical for increased self-reliant mobility.

Adapting instructional materials is one of the fundamental conditions in the teaching process for people with visual impairments. Providing materials in various accessible formats like braille, large text, and digital text with screen reading software enables people who have reading problems to get information through this media. Tactile graphics raised line drawings, or 3D models that make the visual content more accessible can be used. On the same note, audio descriptions or oral explanations are tools used to fill in visual information shown in videos or presentations. Assistive technologies can be of tremendous help to learners with visual impairments in their learning process. Among the available options are screen readers, text magnifiers, and refreshable Braille display devices, which are used to provide access to digital content. OCR technology can hand print text into digital formats, which can later be read with screen readers. The innovations give individuals with sight issues the freedom to study by themselves at the same pace as other students. Lastly, one should consider the implementation of inclusive teaching methods when dealing with visually impaired learners.

Conclusion

In conclusion, by internalizing the requirements of persons with disabilities and coming up with focused solutions, teachers could produce a society that is tolerant, welcoming, and full of development and success. Adaption of instructional materials, implementation of specific teaching techniques, partnership with exceptional professionals, and encouragement of self-advocacy and peer support provide the base for effective management of such a multitude of learning needs. Including everyone, meeting their needs, and providing help with accommodations are some of the ways that educators can help these individuals overcome obstacles, develop their abilities, and reach their maximum potential. Through these campaigns, educators can build educational environments that prize and accept the diversity of all learners, thereby ensuring that all learners are provided with equitable access to education and the chance to thrive.

References

American Psychiatric Association, D. S. M. T. F., & American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5, No. 5). Washington, DC: American Psychiatric Association.

Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53-58. https://doi.org/10.1177/0031721719827549

Basura, G., Cienkowski, K., Hamlin, L., Ray, C., Rutherford, C., & Ambrose, J. (2023). American speech-language-hearing Association Clinical Practice guideline on aural rehabilitation for adults with hearing loss. American Journal of Audiology, 32(1), 1-51.

Elsahar, Y., Hu, S., Bouazza-Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors, 19(8), 1911. https://doi.org/10.3390/s19081911

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. https://psycnet.apa.org/doi/10.1037/amp0000452

Mpolomoka, D. L., & Sakai, M. M. (2021). Teaching visually impaired learners with language disorders: A reflective encounter in a classroom. The Educational Review, USA, 5(1), 11-16. https://doi.org/10.26855/er.2021.01.003

Oberholzer, M., & Müri, R. M. (2019). Neurorehabilitation of traumatic brain injury (TBI): A clinical review. Medical Sciences, 7(3), 47. https://doi.org/10.3390/medsci7030047

Pollack, M. S. (2023). Conduct functional behavioral assessments to develop individual student behavior support plans. In High Leverage Practices for Intensive Interventions (pp. 149-162). Routledge.

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For this assignment, you will discuss the 13 disability categories (autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment) as outlined by IDEA.  You will also address the definition, characteristics, and learning strategies for each category.

You have the choice of writing a paper.  You also have the choice of age range: Elementary,

Paper specific requirements:

13 or more pages for paper (not including title and reference page. Title page, at least one full page for each category, and reference page.

Include an introduction that includes the age range you chose and explains what IDEA is about.

Appropriate APA formatting throughout. Include headings. No abstract is needed.

A minimum of five citations/references.