M2 Videos
The 13 Disability Categories
Strengths of Students with Learning Disabilities and Other Disorders
- Alignments: 1h, 2h, 7j
- Description: National Center for Learning Disabilities (NCLD) describes “pockets of strength” students with learning disorders may possess
Autism
Autism Spectrum Disorder: ASD
- Alignments: 1h, 2h, 7j
- Description: Overview of Autism Spectrum Disorder (ASD)
Deaf-Blindness
Teaching Children Who Are Deaf-Blind
- Alignments: 1h, 2h, 7j
- Description: Conversation with teacher of Deaf-Blind students
Deafness and Hearing Impairment
Impact on Speech and Language with Kim Hassack
- Alignments: 1h, 2h, 7j
- Description: Kim Hassack, Deaf Education Teacher and Instructional Coach, discusses the effect of hearing loss on the development of speech and language
Emotional Disturbance
Emotional & Behaviorally Disturbed Students (EBD)
Intellectual Disability
Intellectual Disability: Students with Disabilities
Multiple Disabilities
Multiple Disabilities
- Alignments: 1h, 2h, 7j
- Description: Rebecca Alcantar, award-winning special education teacher, explains what the IDEA’s multiple disabilities category is and is not, and how to work with students and families receiving services under this category
Orthopedic Impairment
Orthopedic impairment
- Alignments: 1h, 2h, 7j
- Description: Overview of the orthopedic impairment category of the IDEA
Other Health Impairment
Other Health Impairment: Students with Disabilities
- Alignments: 1h, 2h, 7j
- Description: Defining the OHI category as it functions within the IDEA and what students receiving services under this category may experience and need
Specific Learning Disability
Ask an Expert: Why is early intervention so important for kids with dyslexia?
- Alignments: 1h, 2h, 7j
- Description: The National Center on Improving Literacy advocates for early intervention for students with dyslexia
Speech or Language Impairment
Speech Language Impairment: Students with Disabilities
- Alignments: 1h, 2h, 7j
- Description: Defining the speech impairment (SLI) category as it functions within the IDEA and what students receiving services under this category may experience and need
Traumatic Brain Injury
What Schools Need to Know About Children with Brain Injury
- Alignments: 1h, 2h, 7j
- Description: Brainline, a national multimedia project that provides information and support regarding traumatic brain injury, explains important needs and resources within schools for students receiving services under this category of the IDEA
Visual Impairment
Visual Impairment Strategies: Moving From Object Activities to Contracted Braille
- Alignments: 1h, 2h, 7j
- Description: The Education Service Center Region 13 (a Texas-based service center) describes strategies for helping students learn to read braille
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Knowledge. The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
Knowledge. The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
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. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences
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
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:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.
is concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness
means a severe orthopedic impairment that adversely affects a child’s educational performance
means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment
means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance
