Special Education Supplemental
Questions and Answers
Visual impairment - ANS-Partial or total loss of eyesight that cannot be fully corrected
with glasses
Hearing impairment - ANS-Hearing loss that can be corrected to some level with
amplification devices
Deafness - ANS-Complete hearing loss that cannot be overcome even with
amplification devices such as hearing aids
Deaf-blind - ANS-Both visual and hearing impairment that significantly affect the ability
to communicate and learn, and needs that cannot be met by a program focused only on
hearing impairment or visual impairment
Speech or language impairment - ANS-A disability in how words are pronounced, how
they are understood, or how they are expressed. The disability can be articulation,
stuttering, expressive language delay, or receptive language delay
Orthopedic impairment - ANS-A physical disability that negatively impacts a student's
ability to learn. Examples include cerebral palsy, spina bifida, polio, and amputations. To
qualify as an orthopedic impairment, it must adversely impact a student's ability to learn,
so a child with one foot amputated may not qualify, but a student with both hands
amputated may
Other Health Impairment (OHI) - ANS-A disability that impacts a student's attention
span, energy, or stamina, such as ADHD, epilepsy, diabetes, or asthma. In order to
qualify in this category, the health impairment must impact the student's ability to learn.
For example, a child that needs to visit the nurse for frequent blood sugar checks due to
diabetes may qualify, but a student with an insulin pump that does not need attention
during the school day would not.
Specific learning disability - ANS-A disability in this category impacts a student's ability
in reading, writing, speaking, listening, or reasoning. Examples include dyslexia,
dysgraphia, dyscalculia, auditory processing disorder, and math reasoning disorder.
, Autism Spectrum Disorder (ASD) - ANS-Students with ASD primarily struggle with
communication and social skills. They may also struggle with behavioral issues.
Intellectual disability - ANS-Students with an intellectual disability have an IQ of 70 or
less that impacts them globally. They will struggle with academics, emotional maturity,
self-care, and social skills.
Traumatic Brain Injury (TBI) - ANS-A TBI occurs as the result of an accident or injury. It
impacts individuals differently depending on what part of the brain is injured.
Emotional Disturbance (ED) - ANS-Most mental health issues fall under this category,
including anxiety, schizophrenia, bipolar disorder, and obsessive-compulsive disorder.
Multiple disabilities - ANS-A child that qualifies for more than one of the above
categories would qualify as having multiple disabilities.
RTI (Response to Intervention) Process - ANS-The teacher must design an intervention
plan under which data can be collected to determine if the child needs more intense
services.
What does ARD stand for? - ANS-The Admission, Review, and Dismissal Committee
What does REED stand for? - ANS-Review of Existing Evaluation Data
How often is an REED required? - ANS-Every three years the ARD committee must
also meet to determine if the child continues to need special education services. If it is
determined that the child continues to need services, then a new IEP will be developed.
Who's on the ARD committee? - ANS-A general education teacher, a special education
teacher, a parent or guardian, an administrator, a diagnostician, and any other service
providers that work with the child.
Least Restrictive Environment (LRE) - ANS-A legal requirement that students with a
disability must be educated with typical, grade-level peers as much as possible
Modifications - ANS-changes to the curriculum (changes what is learned)
Accommodations - ANS-changes to the method of learning (changes how it is
Questions and Answers
Visual impairment - ANS-Partial or total loss of eyesight that cannot be fully corrected
with glasses
Hearing impairment - ANS-Hearing loss that can be corrected to some level with
amplification devices
Deafness - ANS-Complete hearing loss that cannot be overcome even with
amplification devices such as hearing aids
Deaf-blind - ANS-Both visual and hearing impairment that significantly affect the ability
to communicate and learn, and needs that cannot be met by a program focused only on
hearing impairment or visual impairment
Speech or language impairment - ANS-A disability in how words are pronounced, how
they are understood, or how they are expressed. The disability can be articulation,
stuttering, expressive language delay, or receptive language delay
Orthopedic impairment - ANS-A physical disability that negatively impacts a student's
ability to learn. Examples include cerebral palsy, spina bifida, polio, and amputations. To
qualify as an orthopedic impairment, it must adversely impact a student's ability to learn,
so a child with one foot amputated may not qualify, but a student with both hands
amputated may
Other Health Impairment (OHI) - ANS-A disability that impacts a student's attention
span, energy, or stamina, such as ADHD, epilepsy, diabetes, or asthma. In order to
qualify in this category, the health impairment must impact the student's ability to learn.
For example, a child that needs to visit the nurse for frequent blood sugar checks due to
diabetes may qualify, but a student with an insulin pump that does not need attention
during the school day would not.
Specific learning disability - ANS-A disability in this category impacts a student's ability
in reading, writing, speaking, listening, or reasoning. Examples include dyslexia,
dysgraphia, dyscalculia, auditory processing disorder, and math reasoning disorder.
, Autism Spectrum Disorder (ASD) - ANS-Students with ASD primarily struggle with
communication and social skills. They may also struggle with behavioral issues.
Intellectual disability - ANS-Students with an intellectual disability have an IQ of 70 or
less that impacts them globally. They will struggle with academics, emotional maturity,
self-care, and social skills.
Traumatic Brain Injury (TBI) - ANS-A TBI occurs as the result of an accident or injury. It
impacts individuals differently depending on what part of the brain is injured.
Emotional Disturbance (ED) - ANS-Most mental health issues fall under this category,
including anxiety, schizophrenia, bipolar disorder, and obsessive-compulsive disorder.
Multiple disabilities - ANS-A child that qualifies for more than one of the above
categories would qualify as having multiple disabilities.
RTI (Response to Intervention) Process - ANS-The teacher must design an intervention
plan under which data can be collected to determine if the child needs more intense
services.
What does ARD stand for? - ANS-The Admission, Review, and Dismissal Committee
What does REED stand for? - ANS-Review of Existing Evaluation Data
How often is an REED required? - ANS-Every three years the ARD committee must
also meet to determine if the child continues to need special education services. If it is
determined that the child continues to need services, then a new IEP will be developed.
Who's on the ARD committee? - ANS-A general education teacher, a special education
teacher, a parent or guardian, an administrator, a diagnostician, and any other service
providers that work with the child.
Least Restrictive Environment (LRE) - ANS-A legal requirement that students with a
disability must be educated with typical, grade-level peers as much as possible
Modifications - ANS-changes to the curriculum (changes what is learned)
Accommodations - ANS-changes to the method of learning (changes how it is
