...means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age three,
that adversely affects educational performance. Characteristics often associated
with autism are engaging in repetitive activities and stereotyped movements,
resistance to changes in daily routines or the environment, and unusual responses
to sensory experiences. The term autism does not apply if the child's educational
performance is adversely affected primarily because the child has emotional
disturbance, as defined in #5 below. A child who shows the characteristics
of autism after age 3 could be diagnosed as having autism if the criteria
above are satisfied.
... means concomitant [simultaneous] 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 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 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.
The term includes schizophrenia. The term does not apply to children who
are socially maladjusted, unless it is determined that they have an emotional
disturbance.
...means an impairment in hearing, whether permanent or fluctuating, that
adversely affects a child’s educational performance but is not included under
the definition of “deafness.”
...means significantly sub-average general intellectual functioning, existing
concurrently [at the same time] with deficits in adaptive behavior and manifested
during the developmental period, that adversely affects a child’s educational
performance.
...means concomitant [simultaneous] impairments (such as mental retardation-blindness,
mental retardation-orthopedic impairment, etc.), the combination of which
causes such severe educational needs that they cannot be accommodated in
a special education program solely for one of the impairments. The term does
not include deaf-blindness.
...means a severe orthopedic impairment that adversely affects a child’s
educational performance. The term includes impairments caused by a congenital
anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused
by disease (e.g. poliomyelitis, bone tuberculosis, etc.), and impairments
from other causes (e.g., cerebral palsy, amputations, and fractures or burns
that cause contractures).
...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, that—
(a) is due to chronic or acute health problems such as asthma, attention
deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy,
a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, and sickle cell anemia; and
(b) adversely affects a child’s educational performance.
...means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written,
that may manifest itself in an imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical calculations. The term includes
such conditions as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. The term does not include learning problems
that are primarily the result of visual, hearing, or motor disabilities;
of mental retardation; of emotional disturbance; or of environmental, cultural,
or economic disadvantage.
...means a communication disorder such as stuttering, impaired articulation,
a language impairment, or a voice impairment that adversely affects a child’s
educational performance.
...means an acquired injury to the brain caused by an external physical force,
resulting in total or partial functional disability or psychosocial impairment,
or both, that adversely affects a child's educational performance. The term
applies to open or closed head injuries resulting in impairments in one or
more areas, such as cognition; language; memory; attention; reasoning; abstract
thinking; judgment; problem-solving; sensory, perceptual, and motor abilities;
psychosocial behavior; physical functions; information processing; and speech.
The term does not include brain injuries that are congenital or degenerative,
or brain injuries induced by birth trauma.
...means an impairment in vision that, even with correction, adversely affects
a child’s educational performance. The term includes both partial sight and
blindness.
