1. Autism
   1. Referred to as autism spectrum disorders, a developmental disability affecting verbal and nonverbal communication and social interaction. (Associated with pervasive developmental disorder)
      1. Intervention: Establish IEP to include speech therapy or alternative communication techniques if non verbal (ex. speech-generating devices, visual aids, sign language).
         1. Use reward system to keep student on task
         2. Modify and lessen work load
         3. Intervention services provided in resource room
2. Deaf-blindness
   1. Simultaneous hearing and visual impairments that affect communication and development. (needs cannot be accommodated for programs designed just for deafness or for blindness)
      1. Intervention: The curriculum focus will be on bonding, interacting, and developing routines for expanding functions of communication.
         1. Set clear goals
         2. Focus curriculum on bonding, interacting, and developing routines
         3. Expand functions of communication
         4. Teacher and use gestures or sign language in students' palm
            1. Allow student to feel objects and things to make connections
3. Deafness
   1. Severe hearing loss that impairs processing in linguistic information.
      1. Intervention: Provide an American Sign Language interpreter and make sure student can see a speakers face (to read lips)
         1. Avoid background noise
         2. Teacher should pace speech so student understands instructions
         3. Adaptive tools like computer with teletext phone can be used to communicate
4. Multiple Disabilities
   1. Simultaneous impairments (ex. intellectual disability and blindness, intellectual disability an orthopedic impairment)-Term does not include deaf-blindness. Children cannot be accommodated in program for just one of the impairments.
      1. Intervention: Basal stimulation (body sensations and experiences) should be used on the child to advance personal development.
         1. Paraprofessional required at all times
         2. Teacher can stimulate student body through movement and visual acts
         3. A wedge can allow student to be placed in different positions while experiencing basal stimulation
5. Orthopedic Impairment
   1. Physical problems caused by congenital anomaly, disease, or other causes. (ex. cerebral palsy, spina bifida, amputations)
      1. Intervention: Assisted technology and accommodations are provided.
         1. Personal Ipad provided with speech software, alternative keyboard, and track ball
         2. Power wheel chair (if applicable)
         3. Paraprofessional provided depending on severity of impairment
         4. Teacher can provide notes in place of writing for student
6. Other Health Impairment
   1. Medical problems with limited strength, vitality, and alertness. (Includes diabetes, epilepsy, attention deficits, and disease)
      1. Intervention: Make sure to avoid distracting stimuli during independent work (can use privacy board).
         1. Visual aid used for re direction
         2. Pair student with peer to be positive role model
         3. Modify amount of class work given
         4. Use "fidget toy" to help student sit and focus
7. Specific Learning Disability
   1. Achievement does not match with abilities, with difficulties in listening, reasoning, memory, attention, social skills, perception, and information processing. (can emerge with problems in reading, writing, math, and behavior)
      1. Intervention: Child needs explicit and direct instruction towards the deficits.
         1. More time allowed to complete work/test
         2. Memory and organizational strategies
         3. Teacher should monitor progress and check for understanding with student long term memory
8. Speech or Language Impairment
   1. Difficulties using receptive and expressive language, articulation, voice, and fluency, as well as delays in pragmatics. (stuttering)
      1. Intervention: Related services (speech therapy) should be included in IEP.
         1. Grammar targets identified and used in drills
         2. Conversational practice
         3. Teacher spends one on one time reading with student
         4. Teacher also stretches words to help student process meaning and expression
9. Traumatic Brain Injury
   1. Difficulties in the cognition, attention, memory, and judgement. Also changes in physical and sensory behaviors, and social or emotional problems.
      1. Intervention: Rehabilitation strategies should be used in the areas of memory, language, and organization.
         1. External aids like a note book or electronic device as reminder tools
         2. Visual schedule provided
         3. Teacher offers support to student concerning fears an concerns related to injury
10. Visual Impairment
    1. Impairment in vision, even with correction. (includes both blindness and partial sight)
       1. Intervention: For a student with partial sight, accommodations should be offered so that he or she can participate in class.
          1. Books and print out should be in large print
          2. Access to large screen computers and a screen magnifier
          3. Accommodated seating in front of class
          4. Teacher provided audio transcripts of class
11. Developmentally Delayed
    1. A delay in either areas of development from birth to age 9: physical, cognitive, communication, social or emotional, or behavioral.
       1. Intervention: IEP should include speech-therapy and occupational therapy.
          1. OT organizes motor planning skills, and tracking and memory skills
          2. Speech will focus on sounds, blending words, and sound and symbol recognition
          3. Modified curriculum so student learns at comfortable pace
          4. Teacher presents work/test orally and records students answers
12. Emotional Disturbance
    1. Exhibits inappropriate behaviors, atypical emotions, and lacks skills for developing positive relationships. (includes schizophrenia)
       1. Intervention: A functional behavior plan must be put in place to help student succeed in least restrictive environment.
          1. A self-identified motivator can be used to reinforce desired behavior
          2. Student learns to recognize self and the ability to control ones self
          3. Focus on making "good choices" versus using aggression
          4. Teacher can offer "free choice" when student follows directions (computer or drawing time)
13. Hearing Impairment
    1. Permanent or fluctuating hearing impairment. (not included under "deafness")
       1. Intervention: Speech therapy should be required to help develop spoken language skills. Teacher can develop strategies with student to ensure he or she understands what someone has said.
          1. Seating accommodation in front of classroom so teacher is in sight
          2. FM system used to block out background noise
          3. Teacher schedules private sessions to ensure student is able to follow along during discussions
14. Intellectual Disability
    1. Subaverage general intelligence with deficits in adaptive behavior (originally referred as "mental retardation" until 2010 under Rosa's Law)
       1. Intervention: Focus should be on helping student to become more independent and to communicate his or her needs effectively (speech-language therapy).
          1. Communications and social skills should be increased
          2. Basic math and writing skills (count to 10, write first and last name)
          3. Use visual cue cards to aid in communication
          4. Teacher should use modeling as a teaching strategy to help student imitate the desired behavior