Disability Definitions according to TAC 89
- Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance.
- Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
- The evaluation data reviewed by the multidisciplinary team in connection with the determination of a student’s eligibility based on an auditory impairment must include an otological examination performed by an otologist or by a licensed medical doctor, with documentation that an otologist is not reasonably available. An audiological evaluation by a licensed audiologist shall also be con conducted. The evaluation data shall include a description of the implications of the hearing loss for the student’s hearing in a variety of circumstances with or without recommended amplification.
- 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.
- Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph.
- Students with pervasive developmental disorders are included under this category.
- An inability to learn that cannot be explained by intellectual, sensory, or health factors.
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
- Inappropriate types of behavior or feelings under normal circumstances.
- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems.
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.
National Dissemination Center for Children with Disabilities
NOTICE: NICHCY is going away, but its resources are not. Find hundreds of legacy NICHCY publications, as well as our training curriculum on IDEA 2004, in the Center for Parent Information and Resources’ Library at http://www.parentcenterhub.org/resources. This website will remain available until September 30, 2014. After that date, web visitors will be automatically redirected to http://www.parentcenterhub.org.
A child between the ages of 3-5 who is evaluated as having an intellectual disability, emotional disturbance, a specific learning disability, or autism may be described as non-categorical early childhood (NCEC).
Speech impairments include:
- Articulation: where the child produces sounds incorrectly
- Fluency: where a child’s flow of speech is disrupted by sounds, syllables and words that are repeated, prolonged or avoided or where they may be silent blocks, inappropriate inhalation, exhalation or phonation patterns
- Voice: where the child’s voice has an abnormal quality to its pitch, resonance or loudness
Language impairments where the child has problems expressing needs, ideas or information and or/in understanding what others say
- applies to open or closed head injuries resulting in impairments in one or more areas:
- language; memory
- attention; reasoning
- abstract thinking
- judgment; problem-solving; sensory
- perceptual, and motor abilities
- psychosocial behavior
- physical functions
- information processing; and speech
- Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma as stated in Sec. 300.8 (c) (12).
A student with a visual impairment is one who has been determined by a licensed ophthalmologist or optometrist to have no vision or to have a serious visual loss after correction; or to have a progressive medical condition that will result in no vision or a serious visual loss after correction and has been determined by the following evaluations to have a need for special services:
(I) a Functional Vision Evaluation by a professional certified in the education of students with visual impairments or a certified orientation and mobility instructor. The evaluation must include the performance of tasks in a variety of environments requiring the use of both near and distance vision and recommendations concerning the need for a clinical low vision evaluation and an orientation and mobility evaluation; and
(II) a Learning Media Assessment by a professional certified in the education of students with visual impairments. The learning media assessment must include recommendations concerning which specific visual, tactual, and/or auditory learning media are appropriate for the student and whether or not there is a need for ongoing evaluation in this area.
(B) A student with a visual impairment is functionally blind if, based on the preceding evaluations, the student will use tactual media (which includes Braille) as a primary tool for learning to be able to communicate in both reading and writing at the same level of proficiency as other students of comparable ability.
American Council of the Blind
Phone: (202) 467-5081 (800) 424-8666