(e) A tendency to develop physical symptoms or fears associated with personal or school problems. (d) A general pervasive mood of unhappiness or depression. (c) Inappropriate types of behavior or feelings under normal circumstances. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. …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: …for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development cognitive development communication social or emotional development or adaptive development.
…means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance. …means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.Ī child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. …means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. In the list below, if a disability term is linked, clicking on the link will take you to a fact sheet for that particular disability and to other related information. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below.
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The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. As part of making special education and related services available to children with disabilities in the public schools, Part B of IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes.
The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA.
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