Why this matters: A student’s IEP lists their eligibility category and how their disability affects them in school. This page gives a short overview of common categories and typical supports. Always use the student’s actual IEP, accommodations, and BIP in PulsePoint—this is for general understanding only.
Specific Learning Disability (SLD)
The student has difficulty in one or more areas (e.g. reading, math, writing, listening, speaking) despite instruction. It’s not due to lack of instruction or other factors. Common examples: dyslexia, dyscalculia.
What often helps:
- Explicit, systematic instruction; chunking; extra practice and review
- Read-aloud, scribing, or extended time when in the IEP
- Visual supports, graphic organizers, and manipulatives
Other Health Impairment (OHI)
Limited strength, alertness, or ability to focus because of a health condition. Often includes ADHD. Can affect attention, organization, and stamina in class.
What often helps:
- Structure, visual schedules, and clear expectations
- Movement breaks, preferential seating, reduced distractions
- Chunking, checklists, and frequent check-ins
Autism (Autism Spectrum Disorder)
Affects communication, social interaction, and behavior. Students may need predictability, support with changes, and help with social cues and sensory input.
What often helps:
- Routines, advance notice of changes, and visual schedules
- Clear, literal language; space for breaks and sensory needs
- Social skills support and structured group work as in the IEP
Emotional Disturbance (ED)
A condition that affects emotional or behavioral functioning over time and impacts learning and relationships. Can include anxiety, depression, or behavior that gets in the way of learning.
What often helps:
- Positive, predictable environment; relationship and check-ins
- Break options, calm-down strategies, and de-escalation as in the BIP
- Clear rules and consistent responses; avoid power struggles
Speech or Language Impairment
Difficulty with speech sounds, fluency, or understanding/using language. Can affect reading, writing, and participation in class.
What often helps:
- Wait time, options to respond in different ways (e.g. pointing, typing)
- Visuals and models; support from SLP per IEP
Intellectual Disability
Significant limits in both intellectual functioning and adaptive behavior (e.g. conceptual, social, practical skills), affecting learning across subjects.
What often helps:
- Concrete examples, repetition, and hands-on learning
- Simplified language and step-by-step directions
- Focus on functional and life skills as in the IEP
For each student’s eligibility, goals, and accommodations, see their IEP and BIP Handouts in PulsePoint.