special education student characteristics

Because differences are our greatest strength

The 13 disability categories under IDEA

How do kids qualify for special education? Learn about the 13 disability categories and other important details about Individualized Education Programs (IEPs).

By Julie Rawe

Expert reviewed by Rayma Griffin, MA, MEd

Updated April 9, 2024

What are the 13 disability categories in special education ? And why do they matter?

To qualify for services, kids need to have a disability that impacts their schooling. The Individuals with Disabilities Education Act (IDEA) groups disabilities into 13 categories. But this doesn’t mean the law only covers 13 disabilities . Some of the categories cover a wide range of challenges.

IDEA disability categories

To get an Individualized Education Program (IEP), kids need to meet the requirements for at least one category. Keep reading to learn about the 13 disability categories and why all of them require finding that the disability “adversely affects” a child’s education.

1. Specific learning disability (SLD)

This category covers a wide range of learning challenges. These include differences that make it hard to read, write, listen, speak, reason, or do math. Here are some common examples of specific learning disabilities (SLD):

Dyscalculia

Written expression disorder (you may also hear this referred to as dysgraphia)

This is by far the most common category in special education. The numbers vary a bit from year to year. But students with learning disabilities tend to make up about a third of all students who have IEPs. In the 2020–21 school year, around 35 percent of students who had IEPs qualified under this category.

2. Speech or language impairment

This is the second most common category in special education. A lot of kids have IEPs for speech impediments. Common examples include lisping and stuttering.

Language disorders can be covered in this category too. Or they can be covered in the learning disability category. These disorders make it hard for kids to understand words or express themselves.

3. Other health impairment

This is another commonly used category. It covers a wide range of conditions that may limit a child’s strength, energy, or alertness. One example is ADHD . Many kids who qualify for an IEP under this category have attention deficits.

Other examples in this category include epilepsy, sickle cell anemia, and Tourette syndrome.

4. Autism spectrum disorder (ASD)

ASD is a common developmental disability. It affects social and communication skills. It can also impact behavior.

5. Intellectual disability

This category covers below-average intellectual ability. Kids with Down syndrome often qualify for special education under this category.

6. Emotional disturbance

This category covers mental health issues. Examples include anxiety disorder, bipolar disorder, and oppositional defiant disorder. (Some emotional or conduct disorders may also be covered under “other health impairment.”)

7. Developmental delay

This category can be used for young kids who are late in meeting developmental milestones like walking and talking.

Different states have different rules about this category. It’s also the only category in IDEA that has an age limit. It can’t be used after age 9.

8. Multiple disabilities

Many kids have more than one disability, such as ADHD and autism. But this category is only used when the combination of disabilities requires a highly specialized approach, such as intellectual disability and blindness. 

9. Hearing impairment, including deafness

This category includes a range of hearing issues that can be permanent or that can change over time. (This category does not include auditory processing disorder , which is considered a learning disability.)

10. Orthopedic impairment

This category covers issues with bones, joints, and muscles. One example is cerebral palsy.

11. Visual impairment, including blindness

This category covers a range of vision problems, including partial sight and blindness. But if eyewear can correct a vision problem, then a child wouldn’t qualify for special education under this category.

12. Traumatic brain injury

This category covers brain injuries that happen at some point after a child is born. These can be caused by things like being shaken as a baby or hitting your head in an accident.

13. Deaf-blindness

This category covers kids with severe hearing and vision loss. Their communication challenges are so unique that programs for just the deaf or blind can’t meet their needs.

What “adversely affects” means

Kids need to have a disability to qualify for special education. But IDEA says schools must also find that the disability “adversely affects” a child’s performance in school. This means it has to have a negative impact on how the student is doing in school.

Learn how schools decide if a child is eligible for special education .

Primary disability category

When kids have more than one disability, it’s a good idea to include all of them in the IEP. This can help get the right services and supports in place.

But the IEP will likely need to list a primary disability category. This is mainly for data-tracking reasons and will not limit the amount or type of services a child receives.

Variations in some states

Depending on where you live, your state may have more than 13 disability categories. For example, some states may split hearing impairment and deafness into two categories.

In most states, a child’s disability category is listed in their IEP. Iowa is the only state that doesn’t do this. (But it still keeps track of disability categories and reports this data to the federal government.)

To learn more about the categories in your state, contact a Parent Training and Information Center . They’re free and there’s at least one in every state.

Podcast: “IEPs: The 13 disability categories”

Listen to a 13-minute episode of “Understood Explains: IEPs.” Special educator Juliana Urtubey explains what you need to know about the 13 disability categories in IDEA.

Explore related topics

Understanding ieps.

The difference between IEPs and 504 plans

Download: Anatomy of an IEP

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Attention Deficit Hyperactivity Disorder

Terminology.

ADHD are neurological conditions affecting both learning and behavior. They result from chronic disturbances in the areas of the brain that regulate attention, impulse control, and the executive functions, which control cognitive tasks, motor activity, and social interactions. Hyperactivity may or may not be present. Treatable, but not curable, ADHD affects three to six percent of the population.

Characteristics (may include)

• Inability to stay on task
• Easily distracted
• Poor time management skills
• Difficulty in preparing class assignments, keeping appointments, and attending class on time.
• Reading comprehension difficulties
• Difficulty with math problems requiring changes in action, operation and order
• Inability to listen selectively during lectures, resulting in problems with note taking
• Lack of organization in work, especially written work and essay questions
• Difficulty following directions, listening and concentrating
• Blurting out answers
• Poor handwriting

Considerations and Instructional Strategies

• Since these students often also have learning disabilities, effective accommodations may include those also used with students with learning disabilities.
• Effective instructional strategies include providing opportunities for students to learn using visual, auditory and hands-on approaches.

Blindness/Low Vision

The following terms are used in an educational context to describe students with visual disabilities:

• “Totally blind” students learn via Braille or other nonvisual media.
• “Legally blind” indicates that a student has less than 20/200 vision in the more functional eye or a very limited field of vision (20 degrees at its widest point).
• “Low vision” refers to a severe vision loss in distance and near vision. Students use a combination of vision and other senses to learn, and they may require adaptations in lighting or the print size, and, in some cases, Braille.
• If needed, introduce yourself at the beginning of a conversation and notify the student when you are exiting the room.
• Nonverbal cues depend on good visual acuity. Verbally acknowledging key points in the conversation facilitates the communication process.
• A student may use a guide dog or white cane for mobility assistance. A guide dog is a working animal and should not be petted.
• When giving directions, be clear: say “left” or “right,” “step up,” or “step down.” Let the student know where obstacles are; for example, “the chair is to your left” or “the stairs start in about three steps.”
• When guiding or walking with a student, verbally offer your elbow instead of grabbing his or hers.
• Allow the student to determine the most ideal seating location so he or she can see, hear and, if possible, touch as much of the presented material as possible.
• Discuss special needs for field trips or other out-of-class activities well in advance.
• Assist the student in labeling lab materials so that they are easily identifiable.
• Familiarize the student with the layout of the classroom or laboratory, noting the closest exits, and locating emergency equipment.
• Ask the student if he or she will need assistance during an emergency evacuation and assist in making a plan if necessary.

Brain Injuries

Brain injury may occur in many ways. Traumatic brain injury typically results from accidents; however, insufficient oxygen, stroke, poisoning, or infection may also cause brain injury. Brain injury is one of the fastest growing types of disabilities, especially in the age range of 15 to 28 years.

Characteristics

Highly individual; brain injuries can affect students very differently. Depending on the area(s) of the brain affected by the injury, a student may demonstrate difficulties with:

• Organizing thoughts, cause-effect relationships, and problem-solving
• Processing information and word retrieval
• Generalizing and integrating skills
• Social interactions
• Short-term memory
• Balance or coordination
• Communication and speech
• Brain injury can cause physical, cognitive, behavioral, and/or personality changes that affect the student in the short term or permanently.
• Recovery may be inconsistent. A student might take one step forward, two back, do nothing for a while and then unexpectedly make a series of gains.
• Effective teaching strategies include providing opportunities for a student to learn using visual, auditory and hands-on approaches.
• Ask the student if he or she will need assistance during an emergency evacuation and assist in making arrangements if necessary.

Deaf/Hard of Hearing

Students who are d/Deaf or hard of hearing require different accommodations depending on several factors, including the degree of hearing loss, the age of onset, and the type of language or communication system they use. They may use a variety of communication methods, including lip reading, cued speech, signed English and/or American Sign Language.

Deaf or hard of hearing students may:

• be skilled lip readers, but many are not; only 30 to 40 percent of spoken English is distinguishable on the mouth and lips under the best of conditions
• also have difficulties with speech, reading and writing skills, given the close relationship between language development and hearing
• use speech, lip reading, hearing aids and/or amplification systems to enhance oral communication
• be members of a distinct linguistic and cultural group; as a cultural group, they may have their own values, social norms and traditions
• use American Sign Language as their first language, with English as their second language
• American Sign Language (ASL) is not equivalent to English; it is a visual-spatial language having its own syntax and grammatical structure.
• Look directly at the student during a conversation, even when an interpreter is present, and speak in natural tones.
• Make sure you have the student’s attention before speaking. A light touch on the shoulder, wave or other visual signal will help.
• Recognize the processing time the interpreter takes to translate a message from its original language into another language; the student may need more time to receive information, ask questions and/or offer comments.

Communicating with Students who are d/Deaf

Students who are d/Deaf communicate in different ways depending on several factors: amount of residual hearing, type of deafness, language skills, age at onset of deafness, speech abilities, speech reading skills, personality, intelligence, family environment and educational background. Some are more easily understood than others. Some use speech only or a combination of sign language, finger spelling, and speech, writing, body language and facial expression. Students who are deaf use many ways to convey an idea to other people. The key is to find out which combination of techniques works best with each student. The important thing is not how you exchange ideas or feelings, but that you communicate.

To communicate with a person who is d/Deaf in a one-to-one situation

• Get the student’s attention before speaking. A tap on the shoulder, a wave, or another visual signal usually works. Clue the student into the topic of discussion. It is helpful to know the subject matter being discussed in order to pick up words and follow the conversation. This is especially important for students who depend on oral communication.
• Speak slowly and clearly. Do not yell, exaggerate, or over enunciate. It is estimated that only three out of 10 spoken words are visible on the lips. Overemphasis of words distorts lip movements and makes speech reading more difficult. Try to enunciate each word without force or tension. Short sentences are easier to understand than long ones. Look directly at the student when speaking. Even a slight turn of your head can obscure the speech reading view. Do not place anything in your mouth when speaking. Mustaches that obscure the lips and putting your hands in front of your face can make lip reading difficult.
• Maintain eye contact. Eye contact conveys the feeling of direct communication. Even if an interpreter is present, speak directly to the student. He or she will turn to the interpreter as needed. Avoid standing in front of a light source, such as a window or bright light. The bright background and shadows created on the face make it almost impossible to speech read.
• First repeat, and then try to rephrase a thought rather than repeating the same words. If the student only missed one or two words the first time, one repetition will usually help. Particular combinations of lip movements sometimes are difficult to speech read. If necessary, communicate by paper and pencil or by typing to each other on the computer email or fax. Getting the message across is more important than the method used. Use pantomime, body language, and facial expression to help communicate.
• Be courteous during conversation. If the phone rings or someone knocks at the door, excuse yourself and tell him or her that you are answering the phone or responding to the knock. Don’t ignore the student and talk with someone else while he or she waits.
• Use open-ended questions, which must be answered by more than “yes”, or “no.” Do not assume that the message was understood if the student nods his or her head. Open-ended questions ensure that your information has been communicated.

Participating in group situations with people who are d/Deaf

• Seat the student to his or her best advantage. This usually means a seat opposite the speaker, so that he or she can see the person’s lips and body language. The interpreter should be next to the speaker, and both should be illuminated clearly. Be aware of the room lighting.
• Provide new vocabulary in advance. It is difficult, if not impossible, to speech read or read finger spelling of unfamiliar vocabulary. If new vocabulary cannot be presented in advance, write the terms on paper, a blackboard, or an overhead projector. If a lecture or film will be presented, a brief outline or script given to the student and interpreter in advance helps them in following the presentation.
• Avoid unnecessary pacing and speaking when writing on a blackboard. It is difficult to speech read a person in motion and impossible to speech read one whose back is turned. Write or draw on the blackboard, then face the group and explain the work. If you use an overhead projector, don’t look down at it while speaking. Make sure the student does not miss vital information. Provide in writing any changes in meeting times, special assignments, or additional instructions. Allow extra time when referring to manuals or texts since the student who is deaf must look at what has been written and then return attention to the speaker or interpreter.
• Slow down the pace of communication slightly to facilitate understanding. Allow extra time for the student to ask or answer questions. Repeat questions or statements made from the back of the room. Remember that students who are deaf are cut off from whatever happens outside their visual area. Use hands-on experience whenever possible in training situations. Students who are deaf often learn quickly by doing. A concept, which may be difficult to communicate verbally, may be explained more easily by a hands-on demonstration.
• Use of an interpreter in large, group settings makes communication much easier. The interpreter will be a few words behind the speaker in transferring information; therefore, allow time for the student to obtain all the information and ask questions.

Using an Interpreter

• Speak clearly and in a normal tone, facing the person using the interpreter (do not face the interpreter).
• Do not rush through a lecture or presentation. The interpreter or the deaf student may ask the speaker to slow down or repeat a word or sentence for clarification. Allow time to study handouts, charts or overheads. A deaf student cannot watch the interpreter and study written information at the same time.
• Permit only one person at a time to speak during group discussions. It is difficult for an interpreter to follow several people speaking at once. Since the interpreter needs to be a few words behind the conversation, give the interpreter time to finish before the next person begins so the deaf student can join in or contribute to the discussion.
• If a class session is more than an hour and a half, two interpreters will usually be scheduled and work on a rotating basis. It is difficult to interpret for more than an hour and a half, and following an interpreter for a long time is tiring for a deaf student. Schedule breaks during lengthy classes so both may have a rest.
• Provide good lighting for the interpreter. If the interpreting situation requires darkening the room to view slides, videotapes, or films, auxiliary lighting is necessary so that the deaf student can see the interpreter. If a small lamp or spotlight cannot be obtained, check to see if lights can be dimmed, but still provides enough light to see the interpreter. If you are planning to present any video taped materials in your classroom, please order tapes that are closed captioned. Please request equipment that will display closed captioning, or request a VCR with a closed captioning decoder from Information Technology.
• You may ask the student to arrange for an interpreter for meetings during office hours. Often your classroom interpreter can schedule this time with you. For field trips and other required activities outside of regularly scheduled class time, the student must make a written request to the DS office as soon as possible, but at least two weeks before the event.
• Some courses require frequent use of a textbook during class time. Providing a desk copy to the interpreter for the semester will often facilitate communication. For technical courses, it can allow interpreters time to prepare signs for new vocabulary before interpreting the lecture.
• Bound by a professional code of ethics, interpreters are hired by the University to interpret what occurs in the classroom; interpreters are not permitted to join into conversations, voice personal opinions, or serve as general classroom aides. Do not make comments to interpreters that are not intended to be interpreted to the deaf student.

Adapted from: Communicating with a Student who is Deaf, Seattle Community College; Regional Education Center for Deaf Students.

An Online Orientation to serving students who are deaf or hard of hearing is available through the Postsecondary Education Programs Network website . The training takes about one hour and upon completion, participants may download and print a certificate issued by PEPNet.

Learning Disabilities

Learning disabilities are neurologically-based and may interfere with the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. They affect the manner in which individuals with average or above-average intellectual abilities process and/or express information. A learning disability may be characterized by a marked discrepancy between intellectual potential and academic achievement resulting from difficulties with processing information. The effects may change depending upon the learning demands and environments and may manifest in a single academic area or impact performance across a variety of subject areas and disciplines.

Difficulties may be seen in one or more of the following areas:

• oral and/or written expression
• reading comprehension and basic reading skills
• problem-solving
• ability to listen selectively during lectures, resulting in problems with note-taking
• mathematical calculation and reasoning
• interpreting social cues
• time management
• organization of tasks, such as in written work and/or essay questions
• following directions and concentrating
• short-term memory

Instructors who use a variety of instructional modes will enhance learning for students with learning disabilities. A multi-sensory approach to teaching will increase the ability of students with different functioning learning channels—auditory, visual and/or haptic (hands-on)—to benefit from instruction.

Medical Disabilities

Other disabilities include conditions affecting one or more of the body’s systems. These include respiratory, immunological, neurological, and circulatory systems.

• Chronic Fatigue Syndrome
• Epilepsy/Seizure Disorder
• Fibromyalgia
• Lupus Erythematosus
• Multiple Sclerosis
• Chemical Dependency
• Epstein Barr virus
• Multiple Chemical Sensitivity
• Renal Disease
• The condition of a student with a medical disability may fluctuate or deteriorate over time, causing the need for and type of accommodation to vary.
• Fatigue may be a significant factor in the student’s ability to complete required tasks within regular time limits.
• Some of these conditions will cause the student to exceed an attendance policy. A reasonable accommodation should reflect the nature of the class requirements and the arrangements initiated by the student for completing the assignments. If you need assistance or guidance in determining a reasonable standard of accommodation, consult with a DS coordinator.
• A student may need to leave the classroom early and unexpectedly; the student should be held accountable for missed instruction.

Physical Disabilities

A variety of physical disabilities result from congenital conditions, accidents, or progressive neuromuscular diseases. These disabilities may include conditions such as spinal cord injury (paraplegia or quadriplegia), cerebral palsy, spina bifida, amputation, muscular dystrophy, cardiac conditions, cystic fibrosis, paralysis, polio/post-polio, and stroke.

Are highly individual; the same diagnosis can affect students very differently.

• When talking with a person who uses a wheelchair, try to converse at eye level; sit down if a chair is available.
• Make sure the classroom layout is accessible and free from obstructions.
• If a course is taught in a laboratory setting, provide an accessible workstation. Consult with the student for specific requirements, then with DS if additional assistance or equipment is needed.
• If a student also has a communication disability, take time to understand the person. Repeat what you understand, and when you don’t understand, say so.
• Ask before giving assistance, and wait for a response. Listen to any instructions the student may give; the student knows the safest and most efficient way to accomplish the task at hand.
• Let the student set the pace when walking or talking.
• A wheelchair is part of a student’s personal space; do not lean on, touch, or push the chair, unless asked.
• When field trips are a part of course requirements, make sure accessible transportation is available.
• Ask the student if he or she will need assistance during an emergency evacuation, and assist in making a plan if necessary.

Psychiatric Disabilities

Psychiatric disabilities refer to a wide range of behavioral and/or psychological problems characterized by anxiety, mood swings, depression, and/or a compromised assessment of reality. These behaviors persist over time; they are not in response to a particular event. Although many individuals with psychiatric disabilities are stabilized using medications and/or psychotherapy, their behavior and effect may still cycle.

• Students with psychiatric disabilities may not be comfortable disclosing the specifics of their disability.
• If a student does disclose, be willing to discuss how the disability affects him or her academically and what accommodations would be helpful.
• With treatment and support, many students with psychiatric disabilities are able to manage their mental health and benefit from college classes.
• If students seem to need counseling for disability-related issues, encourage them to discuss their problems with a Disability Coordinator.
• Sometimes students may need to check their perceptions of a situation or information you have presented in class to be sure they are on the right track.
• Sequential memory tasks, such as spelling, math, and step-by-step instructions may be more easily understood by breaking up the tasks into smaller ones.
• Drowsiness, fatigue, memory loss, and decreased response time may result from prescription medications.

Speech and Language Disabilities

Speech and language disabilities may result from hearing loss, cerebral palsy, learning disabilities, and/or physical conditions. There may be a range of difficulties from problems with articulation or voice strength to complete absence of voice. Included are difficulties in projection, fluency problems, such as stuttering and stammering, and in articulating particular words or terms.

• Give students opportunity—but do not compel speaking in class. Ask students for a cue they can use if they wish to speak.
• Permit students time to speak without unsolicited aid in filling in the gaps in their speech;
• Do not be reluctant to ask students to repeat a statement.
• Address students naturally. Do not assume that they cannot hear or comprehend.
• Patience is the most effective strategy in teaching students with speech disabilities.

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Special Education Students¹

Special education students are a diverse group of students nationally and within states, districts, and schools. The descriptions of special education students presented here come with several cautions.

It is inappropriate to assume that the labels of "special education" or groups within special education describe the characteristics of individual students. It is important to look beyond the group name (special education students) to develop appropriate mechanisms to accurately understand the characteristics of these students in greater detail.

It should be recognized that almost all special education students receive the majority of their instruction in the general education classroom and are participants in regular statewide assessments.

Special education students comprise 13% of the population of all public school students. Individual states vary in their percentages of special education students.2 Figure 1 shows the percentages of students receiving special education services in the 50 states and the District of Columbia in 2008-09.

Data were adapted from National Center for Education Statistics, Common Core of Data (CCD), "State Non-fiscal Survey of Public Elementary/Secondary Education," 2008-09 representing children ages 3-21 via http://nces.ed.gov »  Data from Vermont were not included in the CCD data set. The information on state membership in this figure was accurate as of June, 2011.

Across the states, the population of public school students in special education ranged from less than 10% to 19%. One way to describe the characteristics of special education students is by their disability category, even though students within a single category have diverse needs. Most of the 6.5 million special education students (except for a portion with the most significant cognitive disabilities who may fall in such categories as intellectual disabilities, autism, and multiple disabilities) participate in the general state assessment. They do not participate in an alternate assessment based on alternate achievement standards.

Nationally, there are 13 special education disability categories. Figure 2 shows these categories, along with their prevalence nationally.

Data were adapted from Table 1-3 (Students ages 6 through 21 served under IDEA, Part B, by disability category and state: Fall 2008) via www.IDEAdata.org »  for the 50 states.

* Developmental delay is applicable to children ages 3 through 9.

The percentages of students in each category vary tremendously across states. For example, the percentages of special education students with specific learning disabilities (LD) varied from 15% of the special education population in one state to 60% in another. The percentage of students with intellectual disabilities varied from 3% to 19%. Other categories of disability also show considerable variation.

Special education students receive their instruction in the general education setting for varying amounts of their instructional time.

Figure 3 shows the percentage of special education students who spend more than 80% of this time in the general education classroom. In most states, more that 50% of special education students spend more than 80% of their instructional time in general education classrooms.

Data were adapted from Table 2-2 (Students ages 6 through 21 served under IDEA, Part B, by disability category and state: Fall 2008) via www.IDEAdata.org »  for the 50 states and DC. Data from Vermont was not available within this data set. ¹ This information was taken from Understanding Subgroups in Common State Assessments: Special Education Students and (ELLs)  English Language Learners (NCEO, 2011). ² This and other general percentages are based on children ages 3-21. This age range is the most common one for which data are available across data sets used to describe students with disabilities and (ELLs)  English Language Learners .

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Council of Chief State School Officers (CCSSO) National Association of State Directors of Special Education (NASDSE) Supported by: U.S. Office of Special Education Programs

NCEO is supported primarily through Cooperative Agreements (#H326G050007, #H326G11002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on ELL students, is provided by other federal and state agencies. The Center is affiliated with the  Institute on Community Integration in the College of Education and Human Development , University of Minnesota . Opinions expressed in this publication do not necessarily reflect those of the U.S. Department of Education or Offices within it.

Special Education Guide

Disability Profiles

Under the Individuals with Disabilities Education Act (IDEA), there are 13 categories under which a student is eligible to receive the protections and services promised by this law. In our disability profiles, we define each disability as specified by IDEA and explain it in plain English; these profiles also outline the common traits and educational challenges associated with each disability, and provide tips for parents and teachers.

• Deaf-Blindness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability *
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairments
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment

*Intellectual disability has also been referred to as “Mental Retardation” (MR) in the past, and this term and its acronym may be used colloquially or in older documentation. It is not, however, a currently accepted practice to refer to individuals with intellectual disabilities as “mentally retarded.”

Who is in special education and who has access to related services? New evidence from the National Survey of Children’s Health

Subscribe to the center for economic security and opportunity newsletter, nora gordon nora gordon professor - mccourt school of public policy, georgetown university, former brookings expert @noraegordon.

April 5, 2018

Executive Summary

This report brings data from the newly-released 2016 National Survey of Children’s Health (NSCH) to the robust policy and research debate over the extent to which differences in aggregate special education participation rates over racial and ethnic groups represent differences in underlying needs for special education.

The NSCH allows me to compare not only how student characteristics are related to participation in special education, but also how they relate to children’s access to speech therapy, occupational therapy, and physical therapy—services that may be delivered as part of a child’s special education plan. Like the existing literature, these analyses cannot control for a given child’s true need for special education or special therapies, but they can show how a range of demographic variables relate to access to both.

The unconditional means for special education participation as reported by parents in the NSCH are, as in other data sources, higher for blacks than whites, and lower for Hispanics and Asians than whites. Boys are more likely to participate than girls, and students who are eligible for free or reduced-price lunch are more likely to participate than their peers.

Once adjusting for free-lunch status and other basic demographics, black children in the NSCH participate in special education at a rate that is not statistically different from white children. Hispanic and Asian children, however, still participate at lower rates than whites with these adjustments. Overall, patterns in access to services roughly parallel patterns in special education participation.

The NSCH, unlike many education data sources, asks whether the child was born in the US. It reveals that children born outside of the United States are half as likely as their native-born peers to participate in special education. This pattern has received less policy attention than the race-based participation gap, and may point to issues with how schools identify students for special education.

introduction

In this report, I use the newly-released 2016 National Survey of Children’s Health (NSCH) to compare how student characteristics are related to participation in special education and access to speech therapy, occupational therapy, and physical therapy—services that may be delivered as part of a child’s special education plan. 1  While systematic relationships between demographics and participation in special education do not on their own reveal whether a particular group is over- or under-identified, they did prompt regulatory action from the Department of Education in the Obama Administration. These regulations are now on hold.

These data allow a descriptive lay of the land, rather than an investigation of how access to special education and to these services varies systematically with demographics conditional on actual need. They corroborate patterns from other data sources already in the public discourse around how race, ethnicity, and gender relate to special education. They also point to generally similar patterns in how these demographic factors relate to access to special therapies. Finally, they demonstrate the strikingly lower prevalence of special education participation—and access to services—for children born outside of the United States. Though existing literature has already pointed to lower probabilities of special education participation for students who are English learners, this disparity has received less attention in the public debate over identification.

As I have written about previously in this series , there is a sizeable literature focusing on these relationships. In particular, Paul Morgan, George Farkas, and collaborators have investigated the relationship between student characteristics and participation in special education with a variety of student-level data sources. 2 They consistently find that racial and ethnic minority students are underrepresented in special education, conditional on individual student characteristics. In related work, Morgan et al. have investigated the relationship between race and special education services for speech or language impairments and found similar patterns. The current analysis differs from their work by focusing on parental report of participation in special education, and access to special therapies including speech, occupational, or physical therapy, whether provided through school or not. The body of work by Morgan et al. consistently finds that English-language learners are less likely to be in special education; with the NSCH I examine nativity rather than language.

the national survey of children’s health as a special education data source

Studies of participation in special education typically rely on school district records, either used at the student-level through administrative data or aggregated and reported up to the federal level as required by Individuals with Disabilities Education Act (IDEA). The National Survey of Children’s Health, in contrast, is a phone-based survey; the analysis here uses the provided weights to correct for sampling bias due presence of a phone and non-response. Its purpose is to learn about children’s health care needs and access. The NSCH data on special education participation for school-aged children are derived from parent reports of whether the reference child in the survey currently has an Individualized Education Plan (IEP).

We would not expect rates of special education participation in the NSCH to match those reported by public schools under IDEA, which are tabulated by the National Center for Education Statistics (NCES).

First, the NCES rates are reported as a percentage of all children enrolled in public school , from pre-kindergarten through grade 12, while the NCSH rates are a percentage of all children (in this analysis, ages 5 through 17). The NSCH does not ask what kind of school children attend, so the denominator necessarily includes children who are homeschooled or enrolled in private school (and thus will not have IEPs), lowering the rate mechanically. Using national estimates of private and homeschooling rates, however, does not account for the full discrepancy between the two data sources.

Second, the NCES data come from district reports of children covered under IDEA, while the NSCH data come from parent reports. Though parental involvement is meant to be central in the development of a child’s IEP under IDEA, some parents may not know their child has an IEP, may not recognize the term, or may not wish to disclose this information on the survey. (The NSCH question asked about an Individualized Educational Plan, not about special education.) These channels would also lead to lower rates in the NSCH than in the NCES data.

Overall, I find that an IEP (or early intervention services) rate of 9.3 percent for children age 3-17 in the NSCH, compared with the NCES public school IEP rate of 13.0 percent reported for ages 3-21 in the 2014-15 school-year.

comparing special education rate by race and ethnicity across nces and nsch data

Figure 1 compares special education rates for major racial/ethnic groups across the NSCH and NCES data. Consistent with the mechanisms above, rates are indeed higher in the NCES data than the NSCH. The average rates in the NSCH are for 9.7 percent for white children, 12.4 percent for black children, 7.9 percent for Hispanic children, and 3.2 percent for Asian or Asian-American children.

As I discussed in my earlier post in this series, we do not know what the “correct” rate of participation for different groups would be. While the NSCH contains data on parental perceptions of the child, no data in the NSCH would allow me to estimate special education participation conditional on need. A difference in mean participation rates across groups could reflect over-identification of students in one group, under-identification of students in another, or “just right” identification across groups.

how do student and family characteristics mediate the relationship between race and special education?

Next I explore how a set of demographic variables mediate the relationship between a child’s race and ethnicity and the likelihood that he or she has an IEP.

Figure 2 shows results from estimating a linear probability model predicting the probability that a child in the school-aged (5-17) subpopulation of the NSCH currently has an IEP. Each bar represents the magnitude of the coefficient on the dichotomous race/ethnicity variable. For all regressions, the comparison (excluded) group is white students. All regressions also include indicator variables for Pacific Islanders, American Indian/Alaskan Natives, children whose parents report they are in two or more racial groups, and those whose parents report “other” race.

The first bar for each group shows the coefficient value for a regression with no other control variables. These coefficients differ from the mean special education rates in Figure 1 because they refer to differences from the mean for whites, the excluded group in the regressions. Without controlling for other variables, black students are 2.6 percentage points more likely to be in special education than whites, though the difference is not statistically significant. Hispanics are 1.7 percentage points less likely to be in special education than whites, while Asian and Asian-Americans are 6.3 percentage points less so; these differences are both statistically significantly different from zero.

Next, I adjust these coefficients (in the second bar for each group) for additional variables. These include a relatively standard set of student and family demographics: an indicator for whether anyone in the family received free or reduced-price meals at school in the past year, the family’s income as a percentage of the federal poverty line, whether the child was born in the United States, whether the child lives with a single mother, and the highest level of education either parent has attained. The NSCH also contains a set of questions about the child’s experience. I control for a series of variables indicating the child’s exposure to parental divorce, death, incarceration, if the child has ever witnessed or been a victim of violence, if the child has lived with someone with mental illness, and if the child has lived with someone with alcohol or other drug problems.

Adding these covariates affects the strength of the correlations differently for different groups. For black children, the relationship between race and special education remains positive but gets smaller in magnitude and becomes statistically insignificant. This is consistent with findings from Hibel, Farkas, and Morgan (2010). They then control for student-level kindergarten test scores and teacher ratings of student behavior; with those controls, they find black students are statistically significantly less likely to be in special education than whites. 3 The NSCH does not report test scores, so I cannot show how the results here would respond to their inclusion.

Asian and Asian-American children remain statistically significantly much less likely (by 4.8 percentage points) to participate in special education than their white peers, even after the additional controls are added. In other words, they are about half as likely to be in special education as whites, whose special education rate in the sample is 9.7 percent. And the negative relationship between Hispanic ethnicity and special education becomes stronger with the additional covariates.

special education versus access to specific services

People worry over different rates of special education participation across groups of students in part because they think it is likely to reflect inappropriate assignment of students to educational environment (this is especially true if they believe the true prevalence of need for special education is uniform across groups, before or after the types of demographic adjustments described above). But part of the concern comes from a belief that special education does not serve children well more generally. While the goal of special education is to provide supportive services and adaptations to allow all students to access the curriculum, many view it as a way of warehousing children who may be viewed as difficult in the general education classroom—whether or not they have disabilities that would qualify them for special education.

The NSCH allows us to break apart participation in special education from access to a set of services commonly found in IEPs. It asks parents whether their children have received any occupational, physical, or speech therapy in the past year. In practice, children may receive these services outside of a school setting, or within it; those receiving services at school are likely to receive them through an IEP or 504 plan. The NSCH does not ask parents where their children received these services, so we have no way to know if these services were received at school or elsewhere, or if they were delivered as part of an IEP. To be clear, these services are not included in all IEPs, nor do all children receiving these services need an IEP.

Figure 3 shows the same coefficients from the race/ethnicity variables, with covariates included, when predicting participation in special education (these were in the second bar for each group in Figure 2 and now are in the first bar for each group in Figure 3).

In Figure 4, I show the coefficients on those variables, aside from race and ethnicity, that are statistically significantly different from zero. (All other coefficients for control variables listed earlier are not only statistically insignificant, but also close to zero.) As in Figure 3, the first bar is for coefficients predicting special education participation, and the second bar is for predicting receipt of these specific therapeutic services. As with the race and ethnicity variables, the relationship between each of these characteristics and access to services is not statistically significant different from its relationship with special education.

As has been documented extensively, boys are much more likely—here, 6 percentage points—to participate in special education, and 5 percentage points more likely to receive these services.  Compared to the average rates for girls, this is close to twice as likely for both outcomes.

The free or reduced-price meals indicator is associated with a 4.3 percentage point (56 percent) increase in the probability that a child currently has an IEP, and a 3.2 percentage point increase in access to services (57 percent). Once this control is in place, the family income variable (not shown) has no additional explanatory power over either outcome.

Being born in the United States is associated with being 3.6 percentage points, or 82 percent, more likely to participate in special education. In contrast, it is associated with being 1.9 percentage points, or 41 percent, more likely to access services.

Finally, children who have ever lived with someone with mental illness participate in special education at a statistically significant higher rate—by 3.3 percentage points—than those who have not; they are 6.5 percentage points more likely to access services. This is nearly twice as likely to use services as their counterparts.

Family structure and parental education, not shown, have no predictive power in this sample once the above covariates are included.

implications

The scope and scale of the NSCH permit a unique glimpse into who gets what services and placements, but not whether these patterns are appropriate. It is not designed to test whether students receive appropriate placement into special versus general education—indeed, no parent survey could be. And while the survey asks parents if children needed the services examined (speech, occupational, or physical therapy) I did not analyze the use of service conditional on stated need but rather simply whether they accessed the services at all. For such specialized services, many parents will not know if their children need services unless they are referred so we would not want to interpret parental report of no need in a clinical sense.

Policymakers, practitioners, and advocates wish to understand patterns of placement into special education and what they may reveal about flaws in how students with disabilities are identified and served in public schools. The patterns in the NSCH data are consistent with existing discussions around race and gender—in particular, higher prevalence for males and blacks. The NSCH data also reveal the lower rate of special education participation for students born outside the United States.

The author did not receive any financial support from any firm or person for this article or from any firm or person with a financial or political interest in this article. She is currently not an officer, director, or board member of any organization with an interest in this article.

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• Child and Adolescent Health Measurement Initiative. National Survey of Children’s Health 2016 Enhanced Data File. Data Resource Center for Child and Adolescent Health.
• For their most recent work synthesizing the literature, see Morgan, Farkas et al. (2018). http://journals.sagepub.com/doi/10.1177/0014402917748303
• In Hibel, Farkas and Morgan (2010), the “underrepresentation” of blacks in special education becomes statistically significant only once the test score controls are included, going from Model 2 to Model 3 in Table 5. http://journals.sagepub.com/doi/pdf/10.1177/0014402917718341

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 What is Special Education?

  After an IEP meeting, have you ever left your school wondering:

• What just happened?  What did I sign?
• Is my child getting the best possible services?
• Am I asking the right questions? Does this plan really meet my child's needs?

  WHAT IS SPECIAL EDUCATION?

Special education is a broad term used by public K-12 school districts and the law (IDEA) to describe specially designed instruction that meets the unique needs of a child who has been identified as having a specific learning disability. If a student is found to have one or more of the 13 qualifying conditions, any services deemed necessary are provided free of charge by the public school system. Learning disabilities cover a wide spectrum of disorders ranging from mild to severe and can include mental, physical, behavioral and emotional disabilities. 

  There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA).  In order to qualify for special education, the IEP team must determine that a child has one or more of the following and it must adversely affect their educational performance.

• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
•   Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment  

GOALS of SPECIAL EDUCATION

Special education makes it possible for your child to achieve academic success in the least restrictive environment despite their disability. The federal law overseeing special education is called the Individuals with Disabilities Education Act or IDEA. IDEA entitles all children to a free appropriate education (FAPE). Examples of "appropriate" programs include:

• A specific program or class for your child. 
• Access to specialists. 
• Modifications in the educational program such as curriculum and teaching methods.

There are hundreds of unfamiliar terms and acronyms in the IEP process. When you have time, I encourage you to review the terms and definitions appendix .   One thing to remember is that APPROPRIATE does not mean BEST. Every child would benefit from receiving the best of everything. This is an important distinction to remember.

HOW DO I GET STARTED?

If your child is struggling in school, having social or behavioral problems, or if you suspect they have one of the 13 categories of special education, you can request an evaluation. Some school districts request that you meet with your school's student study team (SST) before conducting an evaluation. If your child does not qualify for services under IDEA, they may qualify for modifications under Section 504 of the American Disabilities Act of 1973.

If you child attends a private  school,  you should read my special section on PRIVATE SCHOOLS as special education law is only mandated to public K-12 institutions. 

What is an SST? What is a 504 Plan?

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Ethical Principles and Practice Standards

Special Education Professional Ethical Principles

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Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

• Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
• Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
• Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
• Practicing collegially with others who are providing services to individuals with exceptionalities.
• Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
• Using evidence, instructional data, research, and professional knowledge to inform practice.
• Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
• Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
• Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.
• Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
• Engaging in the improvement of the profession through active participation in professional organizations.
• Participating in the growth and dissemination of professional knowledge and skills.

Translations

CEC Ethics in Arabic CEC Ethics in English CEC Ethics in Greek CEC Ethics in Korean CEC Ethics in Russian CEC Ethics in Spanish CEC Ethics in Traditional Chinese

Translations coordinated by Alice Farling on behalf of DISES.

Special Education Standards for Professional Practice

• Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities.
• Identify and use evidence-based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals with exceptionalities.
• Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results.
• Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
• Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other resources appropriate to their professional roles.
• Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured, and do not discriminate against individuals with exceptional or culturally diverse learning needs.
• Only use behavior change practices that are evidence-based, appropriate to their preparation, and which respect the culture, dignity, and basic human rights of individuals with exceptionalities.
• Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and behavior change procedures, except when the policies require their participation in corporal punishment.
• Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials.
• Do not engage in the corporal punishment of individuals with exceptionalities.
• Report instances of unprofessional or unethical practice to the appropriate supervisor.
• Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate education.
• Represent themselves in an accurate, ethical, and legal manner with regard to their own knowledge and expertise when seeking employment.
• Ensure that persons who practice or represent themselves as special education teachers, administrators, and providers of related services are qualified by professional credential.
• Practice within their professional knowledge and skills and seek appropriate external support and consultation whenever needed.
• Provide notice consistent with local education agency policies and contracts when intending to leave employment.
• Adhere to the contracts and terms of appointment, or provide the appropriate supervisor notice of professionally untenable conditions and intent to terminate such employment, if necessary.
• Advocate for appropriate and supportive teaching and learning conditions.
• Advocate for sufficient personnel resources so that unavailability of substitute teachers or support personnel, including paraeducators, does not result in the denial of special education services.
• Seek professional assistance in instances where personal problems interfere with job performance.
• Ensure that public statements made by professionals as individuals are not construed to represent official policy statements of an agency.
• Objectively document and report inadequacies in resources to their supervisors and/or administrators and suggest appropriate corrective action(s).
• Respond objectively and non-discriminatively when evaluating applicants for employment including grievance procedures.
• Resolve professional problems within the workplace using established procedures.
• Seek clear written communication of their duties and responsibilities, including those that are prescribed as conditions of employment.
• Expect that responsibilities will be communicated to and respected by colleagues, and work to ensure this understanding and respect.
• Promote educational quality and actively participate in the planning, policy development, management, and evaluation of special education programs and the general education program.
• Expect adequate supervision of and support for special education professionals and programs provided by qualified special education professionals.
• Expect clear lines of responsibility and accountability in the administration and supervision of special education professionals
• Maintain a personalized professional development plan designed to advance their knowledge and skills, including cultural competence, systematically in order to maintain a high level of competence.
• Maintain current knowledge of procedures, policies, and laws relevant to practice.
• Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.
• Advocate that the employing agency provide adequate resources for effective school-wide professional development as well as individual professional development plans.
• Participate in systematic supervised field experiences for candidates in preparation programs.
• Participate as mentors to other special educators, as appropriate.
• Recognize and respect the skill and expertise of professional colleagues from other disciplines as well as from colleagues in their own disciplines.
• Strive to develop positive and respectful attitudes among professional colleagues and the public toward persons with exceptional learning needs.
• Collaborate with colleagues from other agencies to improve services and outcomes for individuals with exceptionalities.
• Collaborate with both general and special education professional colleagues as well as other personnel serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.
• Intervene professionally when a colleague’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.
• Do not engage in conflicts of interest.
• Assure that special education paraeducators have appropriate training for the tasks they are assigned.
• Assign only tasks for which paraeducators have been appropriately prepared.
• Provide ongoing information to paraeducators regarding their performance of assigned tasks.
• Provide timely, supportive, and collegial communications to paraeducators regarding tasks and expectations.
• Intervene professionally when a paraeducator’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.
• Use culturally appropriate communication with parents and families that is respectful and accurately understood.
• Actively seek and use the knowledge of parents and individuals with exceptionalities when planning, conducting, and evaluating special education services and empower them as partners in the educational process.
• Maintain communications among parents and professionals with appropriate respect for privacy, confidentiality, and cultural diversity.
• Promote opportunities for parent education using accurate, culturally appropriate information and professional methods.
• Inform parents of relevant educational rights and safeguards.
• Recognize and practice in ways that demonstrate respect for the cultural diversity within the school and community.
• Respect professional relationships with students and parents, neither seeking any personal advantage, nor engaging in inappropriate relationships.
• Do not knowingly use research in ways that mislead others.
• Actively support and engage in research intended to improve the learning outcomes of persons with exceptional learning needs.
• Protect the rights and welfare of participants in research.
• Interpret and publish research results with accuracy.
• Monitor unintended consequences of research projects involving individuals with exceptionalities, and discontinue activities which may cause harm in excess of approved levels.
• Advocate for sufficient resources to support long term research agendas to improve the practice of special education and the learning outcomes of individuals with exceptionalities.
• Maintain accurate student records and assure that appropriate confidentiality standards are in place and enforced.
• Follow appropriate procedural safeguards and assist the school in providing due process.
• Provide accurate student and program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices.
• Maintain confidentiality of information except when information is released under specific conditions of written consent that meet confidentiality requirements.
• Engage in appropriate planning for the transition sequences of individuals with exceptionalities.
• Perform assigned specific non-educational support tasks, such as administering medication, only in accordance with local policies and when written instructions are on file, legal/policy information is provided, and the professional liability for assuming the task is disclosed.
• Advocate that special education professionals not be expected to accept non-educational support tasks routinely.

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Twice Exceptional: Definition, Characteristics & Identification

Twice-exceptional students (also known as 2e children or students) are among the most under-identified and underserved population in schools. The reason for this is two-fold: (1) the vast majority of school districts do not have procedures in place for identifying twice-exceptional students and (2) inadequate identification leads to the lack of access to appropriate educational services. Additionally, twice-exceptional students, whose gifts and disabilities often mask one another, are difficult to identify. Without appropriate educational programming, twice exceptional students and their talents go unrealized. In this article, we’ll be reviewing common characteristics of twice exceptional students, how these students can be identified and ways to support their development and growth.

What is twice exceptional (2e)?

The term “twice exceptional” or “2e” refers to intellectually gifted children who have one or more learning disabilities such as dyslexia, ADHD, or autism spectrum disorder. Twice-exceptional children think and process information differently. Like many other gifted children, 2e kids may be more emotionally and intellectually sensitive than children of average intelligence. At the same time, due to uneven development (asynchrony) or their learning differences, twice exceptional kids struggle with what other kids do easily. Because of their unique abilities and characteristics, 2e students need a special combination of education programs and counseling support.

What are the characteristics of twice exceptional children?

Twice exceptional kids may display strengths in certain areas and weaknesses in others. Common characteristics of twice exceptional students include:

• Outstanding critical thinking and problem-solving skills
• Above average sensitivity, causing them to react more intensely to sounds, tastes, smells, etc.
• Strong sense of curiosity
• Low self-esteem due to perfectionism
• Poor social skills
• Strong ability to concentrate deeply in areas of interest
• Difficulties with reading and writing due to cognitive processing deficits
• Behavioral problems due to underlying stress, boredom and lack of motivation

Check out this article from the Davidson Institute on twice-exceptional characteristics for more traits and characteristics.

How do you identify twice exceptional students?

Identification for twice exceptional students is often a complicated process and requires the unique ability to assess and identify the two areas of exceptionality. Sometimes the disability may be hidden, also known as “masking,” which can complicate the identification process. At the same time, most school districts have no procedures in place for identifying or meeting the academic needs of twice-exceptional children, leaving many 2e kids under-identified and underserved.

According to NAGC’s report on twice exceptionality , 2e kids may be identified in one of three categories:

• Go unnoticed for possible special education evaluation
• Be considered underachievers, often perceived as lazy or unmotivated
• Achieve at grade level until curriculum becomes more difficult, often during middle and high school
• Be a part of programs that focus solely on their disability
• Be inadequately assessed for their intellectual abilities
• Become bored in special programs if the services do not challenge them appropriately
• Be considered achieving at grade level and assumed to have average ability
• Struggle as curriculum becomes more challenging
• Never be referred for a special education evaluation due to deflated achievement and standardized test scores

Due to the difficulty of identifying twice-exceptional students and the lack of awareness in school districts, 2e kids may go undiagnosed for being either gifted, disabled or both. This can affect twice exceptional students in significant ways including a higher likelihood to drop out of school.

If you are a parent seeking identification, it is important to work with a professional who is knowledgeable about twice exceptionality and can provide recommendations on how to appropriately address both the child’s strengths and weaknesses. TECA (Twice Exceptional Children’s Advocacy) offers a searchable database of professionals who work with twice exceptional children and their families. This free resource can be used as a tool for researching practitioners.

Tips for identifying twice-exceptional students

Oftentimes, multiple classification in giftedness and disability can complicate proper identification and lead to a misdiagnosis. To help with this process, we have gathered some tips from experts in the 2e community, including SENG , 2e Newsletter and NAGC , on identifying twice-exceptional students:

• Take a multi-dimensional approach to identifying twice-exceptional students and consider using both written tests and behavioral assessments
• Use both formal and informal assessments
• Separate out test scores on IQ tests; most 2e children are inconsistent performers with uneven skills and asynchronous development
• Reduce qualifying cut off scores to account for learning differences or disabilities
• Consider oral questioning instead of formal written testing if the student experiences difficulties with processing details
• Extend the time available for the student to demonstrate their knowledge
• Use assessment procedures that accommodate language and cultural differences to avoid bias in the identification process

What percentage of students are twice exceptional?

The number of twice-exceptional students is unclear. However, we can come up with a reasonable estimate based on the number of kids in the U.S. who are gifted or have received special education services for their learning disability.

According to the report on twice exceptionality by NAGC, there are approximately three million gifted children in grades K-12 in the United States. This accounts for approximately six percent of the total student population. When comparing this data with the number of students who received special education services under the Individuals with Disabilities Education Act in 2019-20 (approximately 7.1 million ages 3-21) according to the National Center for Education Statistics, it is reasonable to estimate that a comparable percentage – approximately six percent – of the students served by IDEA may also be academically gifted.

How do you support twice exceptional students?

2e kids need a supportive learning environment that helps them reach their full potential. This involves finding the right twice exceptional school or program that addresses both their giftedness and disability. 2e students should still be adequately challenged despite their learning difficulties. The best results are often achieved through appropriate identification and an individualized approach to education.

Here are some strategies for supporting twice-exceptional students:

• Develop and implement individualized education programs based on their interests and talents
• Accommodate both their academic strengths and academic weaknesses
• Utilize a strengths-based approach that considers the whole child
• Foster their social and emotional development
• Allow students to participate in enrichment programs and experiences
• Collaborate with other professionals in gifted education, special education or counseling

Additional resources on twice-exceptional students:

• Finding the Appropriate Educational Environment for Twice Exceptional Students
• Strategies for Teaching Twice Exceptional Students
• Homeschooling Twice Exceptional Children
• How to Use a Strengths-Based Approach for Twice Exceptional Children
• Transitioning Twice Exceptional Children into Adulthood

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Argenta davidson, stefanie ash, vanessa taveras, francisco javier martínez gayosso, lissette gonzalez torres, jelena djuric, angela rose, add a comment.

Please note, the Davidson Institute is a non-profit serving families with highly gifted children. We will not post comments that are considered soliciting, mention illicit topics, or share highly personal information.

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Home » Understanding Specially Designed Instruction (SDI) in Special Education

Understanding Specially Designed Instruction (SDI) in Special Education

Specially designed instruction, better known as SDI, is crucial for a student’s individualized education program (IEP) . The Individuals with Disabilities Education Act (IDEA) governs how students in special education achieve academic goals. A description of a child’s SDI is a key aspect of how those goals will be accomplished. 

The best part about SDI is that it’s unique to each student based on their learning differences. It ensures that each child is placed in the least restrictive learning environment and gives them access to the general education curriculum. So even if your child is getting SDI, they can still meet the academic standards that apply to other students. 

If you’re a parent or teacher who has questions about SDI, this guide is perfect for you! I’ve included an in-depth description of SDI, including detailed information on who provides it, how it gets delivered, and examples. This guide also compares SDI to other common terms within the scope of special education, clarifying the similarities and differences of everything.

Everything You Need To Know About Specially Designed Instruction (SDI) in Special Education

All of your questions and concerns about specially designed instruction in special education will be addressed in the following sections:

What Is Specially Designed Instruction?

Key features of sdi, differences between sdi and core instruction, who provides sdi and how is it delivered, sdi vs. accommodations and modifications.

Specially designed instruction aims to meet the unique needs of students with disabilities or learning disorders. It gives students access to the general education classroom, allowing them to meet the same educational standards as their non-disabled classmates. This also ensures that progress is made towards the student’s IEP objectives and goals.

SDI refers to the strategies and methods used by educators who provide instruction to students in special education. With SDI, educators can identify and address any instructional learning gaps for eligible students. 

How is this achieved?

There are three core elements of SDI that need to be taken into consideration—content, methodology, and delivery. SDI means that these elements will be adapted, as appropriate, to address the unique needs of a student and their disability.  

Let’s take a closer look at these key elements:

Content refers to the knowledge or skills that are taught to the student. More specifically, it refers to the content being taught by grade and curriculum within a school or district. An adaptation here means that the knowledge or skills will differ from what’s being taught to the student’s peers in the same class. But they’ll still be working towards the same academic standards.

For example, a child with an IEP may be trying to improve the number of words they can spell correctly. Other students in the class may be working on writing complete sentences or short paragraphs.

Methodology

The methodology aspect of SDI means that different instructional techniques and strategies will be used to teach the students based on their IEP.

For example, the Orton-Gillingham approach is used to help students who struggle to learn to read and write. This method wouldn’t be used to teach every student in the classroom how to read, but it can work well for some specific learning challenges. 

Delivery defines the exact way in which the instruction is given to the student. It must be explicit, systematic, and leverage high-level instructional strategies. 

An example of adapted delivery would be giving the student one-on-one instruction either before, during, or after the instructions were given to the entire class. 

To provide more clarity on specially designed education and how it works, I want to quickly highlight some of the key features. This will make it easier for you to understand:

• SDI is planned, organized and meaningful based on the child’s unique needs
• Instructions are delivered in an intentional, explicit, and systematic way
• SDI can be offered in any location, including multiple settings throughout the school day
• The SDI must be consistent with the IEP and ensure the student is placed in the least restrictive environment
• The instruction will directly address the ambitious goals and objectives in the student’s IEP
• SDI should close learning gaps and ensure every student can achieve common grade-level academic standards
• SDI is specific to an individual student and doesn’t adapt learning or teaching methods to everyone else in the classroom
• SDI can be used to address behavioral needs, communication needs, academic needs, health needs, and more
• SDI does not lower expectations or learning standards for the child
• SDI must be closely monitored to ensure the desired results are being achieved

Core instruction refers to the way educators teach students based on the general curriculum. It doesn’t account for any disabilities, learning disorders, or students who need a little extra support.

Before we talk about the differences between SDI and core instruction, I want to quickly address the similarities between the two.

Both SDI and core instruction are aligned to set standards and expectations for all students. Like core instruction, SDI can be delivered in the general education classroom setting and can also be implemented with general education teaching strategies. General education assessments, like progress monitoring, are also used for SDI.

Here are some of the key differences between SDI and core instruction:

• SDI is specific to each student. Core instruction is designed for an entire class.
• Eligibility for SDI is guaranteed by IDEA as part of a student’s IEP.
• SDI must be delivered by a special education teacher or a similar qualified professional. 
• Students eligible for SDI might also receive testing accommodations.
• SDI might be delivered in a location outside of the general education classroom.

It’s worth noting that even though there are differences between SDI and core education, SDI is still designed to help a student progress in the general education curriculum. 

This is one of the most significant parts of SDI. As mentioned above, SDI must be delivered by a special education professional or qualified service provider. 

General education teachers can work collaboratively with special education service providers to help with SDI. But a general education teacher wouldn’t just provide SDI on their own without support from a qualified professional. 

Special education teachers and general education teachers can work together to provide SDI through practices like Integrated Co-Teaching (ICT) and Special Education Teacher Support Services (SETSS).

Paraprofessionals are allowed to provide SDI. But this is only true if a certified special education instructor creates the SDI and provides supervision to the para. 

SDI is delivered in a way that’s highly structured. This process includes frequent monitoring and progress updates. Monitoring the instruction for its effectiveness is a key part of SDI. In many cases, the way instruction is delivered could change over time. 

The monitoring involves things like individual student assessment data, benchmarking data, and formative assessments. 

IEPs are reviewed at least once per school year. So parents, teachers, special education professionals, paraprofessionals, therapists, and everyone else on the IEP team can determine whether or not the individualized instruction is working for the child. The team can make any necessary adjustments to decide if the child needs more special instruction, less special instruction, or different types of special instruction than they did previously. 

While the terms are similar and often confused with each other, SDI is not the same as an accommodation or modification. Accommodations and modifications might be part of SDI, but the words are not interchangeable. 

Here’s a quick definition of these terms so you can understand what I’m talking about:

• Accommodations — Changes the way a student learns the same material as his/her peers (like a braille textbook as opposed to a traditional textbook).
• Modifications — Changes the content of what the student is expected to learn or demonstrate (like taking an easier quiz than the rest of the class or doing an alternate assignment instead of taking a quiz).

In short, accommodations and modifications are not considered SDI. But teaching the student how to use an accommodation or modifying the content they’re taught would both fall into the SDI category.

SDI refers to the actual instruction and the adaptation of those instructions (which could include accommodation or modification). Accommodations and modifications could be applied without a special education teacher. But SDI must be delivered by a qualified special education professional. 

Specially designed instruction is not a one-size-fits-all approach to teaching. The instruction plans are tailored to meet the unique needs of a student based on their disability or learning disorder defined in an IEP.

SDI is similar to core instruction in the sense that it can be applied in the general classroom setting, and it helps students progress towards the standard curriculum. But one key difference is the fact that SDI must be delivered by a special education teacher or at least under the supervision of a special education professional.

I hope that this guide answered all of your questions about SDI in special education! It’s really important for parents and teachers alike to have a firm grasp on this topic, as it’s a crucial part of special education and the way children develop in the school system.

Let me know if you have any questions! Comment below or feel free to send me an email! I’m here to help!

About the author

Emily Cummings

I am a mom of two crazy, amazing, independent, little feminists. They bring so much light to my life and a lot less sleep. Since becoming a mother and increasingly in the last year, I have witnessed parents struggling to connect with their child's special education team with no success. I have become more aware of the gaps in our public school system and how parents may benefit from empowerment and advocacy tools.

My work experiences range from a juvenile detention center to an autism specialist in the Issaquah School District and a special education teacher in a self-contained program in the Lake Washington School District. My master's in teaching focused on special education and behavioral disorders from Seattle Pacific University. I completed my BCBA coursework from Montana State University.

Want to get in touch?

I'm happy to help however I can. Email me at hello at behaviorist .com.

What is Special Education?

Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” Special education services may be provided across a variety of educational environments to students who have an individualized education program (IEP).

Eligibility for special education services requires that students have an identified disability that impacts their ability to learn and requires additional services and resources to effectively participate in school. Children who typically qualify for special education services include those with the following disabilities:

• Intellectual disability
• Hearing impairments (including deafness)
• Speech or language impairments
• Visual impairments (including blindness)
• Serious emotional disturbance
• Orthopedic impairments
• Autism spectrum disorder
• Traumatic brain injury
• Other health impairments
• Specific learning disabilities
• Developmental delay

Under the law, the IDEA ensures that regardless of a student’s disability or level of severity, schools must provide an appropriate education to ALL children with a disability (ages 3-21). It also requires that the following six principles be provided for students who receive special education services:

• Free and Appropriate Public Education (FAPE) — a public education at no cost to parents/guardians or children designed to meet the individual needs of each student, provide access to the general education curriculum, provides services in accordance to a student’s IEP, and results in an educational benefit to the child.
• Nondiscriminatory Identification and Evaluation — refers to the process and instruments used to identify individuals with a disability. Schools are required to use nonbiased methods as well as multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, or native language. All evaluation instruments must use the child’s first language. No identification or placement decisions may be based on a single evaluation instrument or test score.
• Individualized education program (IEP) — this document is the foundation of special education and specifically describes the services to be provided to the student with a disability. The IEP includes a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also specifies the educational settings in which the student will receive instruction in the least restrictive environment, the learning goals and objectives that will be addressed within a targeted year, behavior management plan (if needed), transportation needs, and related services.
• Least Restrictive Environment (LRE) — this indicates the educational settings in which a student with a disability receives special education services. The assumption is that all children will be educated alongside their peers without disabilities, to the greatest extent appropriate. It is only when it is determined that a student’s education cannot be achieved satisfactorily using supplemental aids and services in general classroom settings that alternative educational settings would be identified. At that time, the LRE might include special education services received part- or full-time in a resource room setting, a self-contained classroom setting, and/or community-based settings.
• Parent Participation — parents of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. Parents have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents and students must be invited to attend IEP meetings.
• Due Process Safeguards — these include the protections afforded to children and their parents under IDEA. Safeguards include: obtaining parental consent for all evaluations and educational placement decisions, confidentiality of all records relating to a child with a disability, independent student evaluation at public expense, and due process hearings when the school and parent may disagree.

If you are ready to make a difference as an educator and learn new ways to nurture a modern classroom, earn your online Master of Science in Education in Special Education from Purdue University. Within this convenient online platform, you can reach your goals of higher education at an accelerated pace. Call 877-497-5851 to speak with an admissions advisor.

Special Education Teacher Skills

Author: University of North Dakota June 20, 2024

To be a good teacher, one needs much more than just basic subject knowledge and pedagogy—especially in special education.

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Students rely heavily on their teachers to guide them, support their learning, and help them navigate the challenges of academic life. For special education students, who face even more hurdles than the average student, the role of the teacher becomes even more critical. Ensuring these students receive the best possible education requires a unique set of special education teacher skills and a deep understanding of their needs. So, let's see what these skills are and how one can develop them in order to create a supportive and effective learning environment.

What is Special Education?

Special education is a specialized branch of education tailored to meet the unique needs of students with disabilities or special needs. It involves designing and implementing personalized instructional programs and providing necessary support services to ensure these students can access and benefit from an education that suits their abilities and learning styles. Special education aims to address specific challenges and barriers, enabling students to achieve academic success, develop essential skills, and reach their full potential.

Essential Skills for Special Education Teachers

Below, we'll explore some of the most important skills of a special education teacher. By mastering these skills, special education teachers can create effective and nurturing learning environments and ensure their students receive the best support and education.

Patience is fundamental for special education teachers as they often work with students who require more time to understand and complete tasks. These students may have learning disabilities, behavioral challenges, or other special needs, making traditional teaching methods less effective. Patience allows teachers to provide the consistent support and encouragement these students need to succeed, creating a positive learning environment. 

Additionally, patience helps teachers maintain a calm and supportive demeanor, essential for managing a classroom where students may exhibit a wide range of behaviors and learning paces. This skill enables teachers to give students the time and space they need to process information and develop skills at their own pace.

Empathy enables special education teachers to understand and relate to their students' experiences and emotions. By putting themselves in their students' shoes, teachers can better appreciate the challenges these students face daily. This understanding fosters a compassionate classroom environment where students feel respected and valued, which is crucial for building trust and encouraging engagement.

Empathy also allows teachers to recognize and address their students' emotional and psychological needs, which can be just as important as their academic needs. This way, teachers can create a safe and nurturing environment for their students.

Adaptability

Each student's needs are unique and can change over time. Therefore, teachers must be able to adjust their teaching strategies and materials to meet these evolving needs. Whether it's modifying lesson plans on the fly or finding new ways to motivate and engage students, adaptability ensures that teachers can provide the most effective support possible. 

This flexibility allows teachers to respond to unexpected situations, such as a student's sudden behavioral outburst or a new diagnosis that requires a change in teaching approach. By being adaptable, teachers can better support their students' learning paths and ensure they receive the appropriate accommodations and modifications.

Communication

Special education teachers must be able to convey information to students, listen to their needs, and understand their unique ways of communicating. They must also communicate clearly with parents, caregivers, and other professionals involved in the student's education to ensure everyone is on the same page and working toward the student's goals.

Clear communication helps set realistic expectations, provide feedback, and celebrate successes. It also plays a crucial role in developing and implementing Individual Education Plans (IEPs), where teachers must articulate specific goals and strategies to all involved parties.

Collaboration

Collaboration is essential because special education teachers often work as part of a team that includes general education teachers, parents, specialists, and administrators. So, effective collaboration ensures that all team members are aligned and working towards common objectives, providing a cohesive support system for the student. 

Special education teachers might work with speech therapists to incorporate language development goals into their daily lessons or collaborate with occupational therapists to adapt classroom activities that improve fine motor skills. By leveraging the expertise of various professionals, special education teachers can create comprehensive educational plans that address all aspects of a student's development.

Emotional Intelligence

Emotional intelligence helps special education teachers manage their own emotions as well as recognize and influence their students' emotions. This skill is critical in special education settings where students may experience heightened frustration or anxiety.

Teachers with high emotional intelligence can create a calm, supportive classroom atmosphere and effectively address emotional and behavioral issues. For instance, they might use their emotional awareness to detect when a student is overwhelmed and intervene with calming strategies before the situation escalates.

Assessment skills are necessary for special education teachers to evaluate their students' progress and identify areas of need. The results from these assessments help the teachers improve their learning plans tailored to each student's requirements. 

Regular assessments allow teachers to measure the effectiveness of their teaching strategies, whereas summative assessments, such as standardized tests, provide a broader picture of a student's achievements over the school year. Both types are crucial for making informed decisions about a student's educational path and ensuring that they are making adequate progress.

Differentiation

Special education teachers must be adept at differentiating their lessons to ensure all students can access the curriculum and achieve their potential. This might include modifying content, processes, or products based on individual learning profiles, interests, and abilities. 

A teacher might provide reading materials at various difficulty levels to match students' reading abilities or offer multiple ways for students to demonstrate their understanding, such as through written reports, oral presentations, or creative projects.

Behavior Management

Effective behavior management strategies help create a safe and productive classroom environment. These include setting clear expectations, using positive reinforcement, and implementing individualized behavior intervention plans. 

A teacher might establish a reward system to encourage positive behaviors or use visual schedules to help students understand and follow daily routines. This way, by employing proactive behavior management techniques, teachers can minimize disruptions, support positive behavior changes, and create a classroom atmosphere conducive to learning.

Individualized Education Plans (IEPs)

Understanding how to develop and implement IEPs is fundamental for special education teachers. They are legally binding documents that outline the specific educational goals and services for each student with a disability. 

Regularly reviewing and updating IEPs ensures that they remain relevant and effective.

Technology Integration

Teachers must be proficient in using various educational technologies and adaptive devices that support learning. This might include software that assists with reading and writing, communication devices for non-verbal students, or other tools that help students access the curriculum and demonstrate their knowledge. For example, text-to-speech programs can aid students with reading difficulties, while interactive whiteboards can make lessons more engaging and accessible. 

Mastery of these technologies allows teachers to easily tailor their instruction to meet their students' needs.

Professional Development

Professional development opportunities include workshops, conferences, online courses, and peer collaboration. By staying informed about new strategies, tools, and legislative changes, teachers can continuously improve their teaching practices and adapt to their students' evolving needs. 

This dedication to professional growth ultimately enhances the educational outcomes for students with special needs.

Data Analysis

By analyzing data from assessments, behavioral records, and other sources, teachers can identify trends, determine the effectiveness of interventions, and adjust their teaching strategies accordingly. This data-driven approach helps ensure that students receive the support they need to succeed. 

For instance, regular data review might reveal that a particular instructional method is ineffective for a student, prompting the teacher to try an alternative approach.

Organization and Time Management

Effective organization and time management help teachers stay on top of their tasks. This includes managing paperwork, preparing lesson plans, coordinating with other professionals, and meeting with parents, among other things. 

Teachers can create a structured and efficient learning environment that maximizes student success by staying organized and managing their time effectively.

How to Improve Your Special Education Teacher Skills?

Improving your skills as a special education teacher is a continuous process that requires dedication and a commitment to professional growth. You can begin by participating in workshops, seminars, and conferences focused on special education. These events provide valuable insights into the latest research, teaching strategies, and technologies in the field.

Additionally, pursuing a special education certification and joining professional organizations can help deepen your knowledge and expertise through the resources, networking opportunities, and development programs offered. Online courses, webinars, and educational platforms are also excellent for staying updated with the latest trends in special education.

Lastly, regularly reflecting on your teaching practices and seeking feedback from peers, mentors, and students can help you identify areas for improvement and develop action plans to address them. So, work closely with other special education professionals, general education teachers, and support staff. Collaboration helps share knowledge, resources, and strategies to improve student outcomes.

All students deserve teachers who care for them and are dedicated to helping them reach their full potential. As a special education teacher, possessing the skills listed in this blog is the key to creating an inclusive and supportive learning environment.

If you are passionate about joining this profession and developing these skills, UND's B.S.Ed. and M.Ed. in Early Childhood & SPED degree , the Master's in Special Education , and even the minor in Special Education are all excellent options. So, join UND to become the catalyst for change and progress in special education.

Why are special education teacher skills important? ( Open this section)

Special education teacher skills are important because they enable teachers to address the needs of their students, ensuring they all receive a tailored education that maximizes their potential.

What are the emerging skills for special education teachers today? ( Open this section)

Emerging skills for special education teachers include proficiency in using assistive technology, implementing virtual learning tools, and utilizing data-driven instruction to personalize student learning experiences.

How do special education teacher skills differ from those of general education teachers? ( Open this section)

Special education teacher skills differ in their focus on individualized instruction, behavior management, and the ability to use specialized strategies and tools to support students with learning needs and disabilities.

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Special Education Enrollment Hits All-Time High

by Shaun Heasley | June 25, 2024

The number of students served under the Individuals with Disabilities Education Act in the nation's schools is on the rise yet again. (Ting Shen/The Dallas Morning News/TNS)

There are a record number of students with disabilities in the nation’s schools, new data shows.

There are a record number of students with disabilities in the nation’s schools.

New data shows that there were 7.5 million children ages 3 to 21 served under the Individuals with Disabilities Education Act during the 2022-2023 school year, accounting for 15% of all students. That’s a jump from 7.3 million the year prior and represents the highest number ever.

The figures come from an annual report known as the “Condition of Education,” which was released recently by the U.S. Department of Education’s National Center for Education Statistics. The document provides a rundown of data on education in America.

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Special education enrollment dipped slightly between the 2019–2020 and 2020–2021 school years, but grew through the pandemic, the report indicated.

By comparison, there were just 6.4 million students with disabilities during the 2012–2013 year when 13% of schoolchildren were served under IDEA.

Even with the growth, the report notes that special education enrollment varies significantly across the states. At the high end, 21% of students have individualized education programs, or IEPs, in Pennsylvania, New York and Maine. Meanwhile, just 12% of students in Idaho and Hawaii receive IDEA services. Rates in other states fall somewhere in between.

During the 2022-2023 school year, nearly a third of students in special education had specific learning disabilities, accounting for the largest proportion. Other common diagnostic categories included speech or language impairments, other health impairments and 13% had autism, the report found.

All but 5% of students with disabilities were served in regular schools in 2022-2023 and more than two-thirds spent at least 80% of their time in general classes, according to the data. Of those who exited the school system, 74% graduated with a regular high school diploma.

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May 6, 2022

5 Characteristics of a Great Special Education Teacher

Tagged With Masters Programs Student Stories

A day in the life of a special education teacher can include just about anything. From learning disabilities to traumatic life experiences, students are coming into school with a wide range of needs that special education teachers are expected to meet. For those hoping to grow in their skills, Grace College offers a fully online program that will equip educators with their intense intervention license. Dr. Cheryl Bremer, professor and chair of special education, has designed the program to grow skills needed to be a great teacher to children with severe needs. 

So what are the characteristics needed in order to be a truly effective educator in the world of special education? According to Dr. Bremer and several local special education teachers, these are the top five characteristics you should have.

“Great special education teachers choose to serve from a place of higher calling,” says Bremer.  Secular research would refer to this calling as altruistic motivation. It is what keeps educators motivated to give their best effort even on the toughest days. 

Grace graduate Lynley Hiser agrees with this statement. She started her first year teaching at Gateway in Warsaw in a self-contained classroom for students with emotional disabilities, then transferred to Lakeview Middle School where she currently teaches special education.

“ A day in the life of a special education teacher can be difficult ,” Hiser shares. “If you’re not passionate, it is so easy to get bogged down by expectations of others, student behaviors, paperwork, etc., but being able to keep the love of the job and the students’ well-being and growth in mind helps you persevere through the hard situations.”

2. Compassion

“Great educators must be compassionate,” says Lindsey Clink. Clink is a special education teacher at Lakeland Elementary School in Warsaw, Indiana, and absolutely loves her job. 

“ The students we work with are not typical,” she continues. “Some have been through hard, traumatic experiences, and others might have physical challenges or their brains just work and process a little differently. We must understand that school is harder for them. A special education teacher should have compassion by looking past a student’s struggles or behavior and looking at their heart. They might just need a break, someone to listen to them, or a few words of encouragement.”

Hiser recognizes the need for compassion in her field. Thinking through the “why” is a huge component of being an understanding and compassionate special education teacher.

“There may be more behind what is happening. Maybe a schedule changed, or something happened at home. Sometimes I need to take a step back and focus on relationships and regulation, not academics, in that moment. Understanding the way their brain works, their home life, their emotions, and their true needs is absolutely necessary for student success,” Hiser reflects.

3. Collaboration

“Excellent special education teachers are great collaborators,” says Dr. Bremer. “They understand that the students they serve are the responsibility of a team, not an individual. A great special education teacher should acknowledge the expertise that each member of the team brings to the table and they are able to facilitate collaborative problem solving while keeping the focus on the student.”

According to Kamry Williams, special education teacher and life skills coach at Mentone Elementary, collaboration is key.

“You will work with many teachers, grade levels and parents in this role,” Williams shares, “Having a good relationship with a co-teacher can make the difference in a student’s school year. You will be more effective in your planning and supporting of your shared students.”

4. Creativity

Great special education teachers think creatively. According to Dr. Bremer, they must be creative in solving problems, developing individualized strategies, and meeting multiple needs at one time.

For Hiser, this means thinking outside of the box. 

“ Sometimes they just can’t communicate what they need, so I need to be willing to try something different,” she shares. “For example, I had a student that could not find the triangle on the graph. But it’s because his brain works in 3D, so we just tried adding color or using rulers to manipulate it.” 

5. Adaptability 

A day in the life of a special education teacher is always different. Each day, educators are met with new challenges that they may not have time to prepare for.

“A good special education teacher needs to be flexible,” shares Williams, “When it comes to crisis calls and behavior responses, you’ll likely be the first person called to help assist. This might mean it’s in the middle of your lunch, prep period or working with another student. Every day is different, which is one of the things I love about the position!”

“ Sometimes what you have planned will be interrupted by a student in crisis,” added Hiser. “Or what you are doing with a student just isn’t clicking with them and you have to change it up in a single second. The ability to roll with the punches is crucial!”

If these five characteristics come naturally to you, we might have found your future career path.

Interested in growing in each of these characteristics? Want to take your licensure to the next level? Learn more about the Special Education License: Intense Intervention Program with Grace College Online today!

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Why Teachers of English Learners With Disabilities Need Specialized Training

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English learners who are also identified as students with disabilities experience unique needs in K-12 schools—and their teachers need specialized, interdisciplinary training, experts say.

This dual-identified student cohort accounted for 15.8 percent of the total English-learner population in fall 2021, according to the updated federal data . Students with disabilities, in general, represented 14.7 percent of total public school enrollment that same year.

At Education Week’s June 20 K-12 Essentials Forum focusing on innovative approaches to special education , Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy nonprofit Intercultural Development Research Association, or IDRA, shared insights on what kind of teacher training best serves dual-identified students.

Integrated teacher training is needed for English learners with disabilities

When working with English learners with disabilities, teachers need to understand how students acquire language and how that works concerning their special education needs, Piñón said.

For teachers to do this effectively, they need comprehensive training that goes beyond standardized training focused either on bilingual education or special education.

“It has to be this cohesive idea,” Piñón said. “It’s an integrated training that equips our teachers with the skills and the knowledge that they need to effectively support our dual-identified English learners with disabilities.”

Such training requires a specialized curriculum that combines coursework. It should address how teachers can simultaneously work with students at different language-level proficiencies and those with different disabilities. For instance, what does instruction look like for an English learner with cerebral palsy that comes from a Mexican-American home? How is that similar or unique from another student in class?

This training must also be rooted in cultural competency allowing for students’ cultural backgrounds to be celebrated and included in the classroom, Piñón added.

Interdisciplinary teacher training programs need to be scaled up

Even as Piñón spoke of how specialized, comprehensive training can better support the multi-faceted needs of English learners with disabilities, she acknowledged a major barrier for teachers seeking to access such training: a scarcity of these programs.

Certification programs exist for bilingual education, and separately special education, but programs don’t often intersect.

Piñón, who is based in Texas, noted that Texas Christian University implemented a teacher-training program in the past two years where all graduates have to be certified in both special education and bilingual or English-as-a-second-language education, though such requirements are rare.

Legislators in the Lone Star state did pass House Bill 2256 in 2021 promoting a bilingual special education certificate for the state of Texas, but implementation is still in the works, Piñón said.

Even as higher education institutions scale up any programming that prepares teachers working with such this intersectional student population, Piñón hopes such programming is made affordable and geographically accessible to teachers.

Current teachers can collaborate across departments

Educators don’t need to wait on specialized training to offer comprehensive support for English learners with disabilities.

Existing special education, English-as-a-second-language teachers, and general education teachers alike can strategically collaborate to ensure students’ needs are being met across the school day. Whether that’s through monthly or quarterly meetings, Piñón said districts need to invest in giving teachers time to come together and share insights.

Specialized teacher training for working with English learners with disabilities also needs to prepare teachers on how to work with various team players, including speech pathologists, English-as-a-second-language experts, and special education teachers, Piñón said. That includes working together in discussing how to best use emerging technologies, such as artificial intelligence tools , with students.

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Disability Categories Covered

Disability categories covered in the disability resources section include:.

• Attention Deficit Hyperactive Disorder

Although not a specific IDEA category, children with ADHD can receive special education, often times under the classification of Other Health Impairment or due to the fact that they also have a Specific Learning Disability.

The core symptoms of AD/HD are developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. These problems are persistent and usually cause difficulties in one or more major life areas: home, school, work, or social relationships. Clinicians base their diagnosis on the presence of the core characteristics and the problems they cause.

Not all children and youth have the same type of AD/HD. Because the disorder varies among individuals, children with AD/HD won't all have the same problems. Some may be hyperactive. Others may be under-active. Some may have great problems with attention. Others may be mildly inattentive but overly impulsive. Still others may have significant problems in all three areas (attention, hyperactivity, and impulsivity). Thus, there are three subtypes of AD/HD:

• Predominantly Inattentive Type
• Predominantly Hyperactive-Impulsive Type 
• Combined Type (inattention, hyperactivity-impulsivity)  

...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.  

Early Intervention Services and Developmental Delays

Developmental Delays--"(b) Children aged 3 through 9 experiencing developmental delays. The term child with a disability for children aged 3 through 9 may, at the discretion of the State and LEA and in accordance with Section 300.313, include a child-- "(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development. 

• Emotional and Behavioral Disorders

...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:

• 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.

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.

Hearing Impairment

...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.” 

• Intellectual Disabilities

...means significantly subaverage 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. 

Orthopedic and Musculoskeletal Impairment

...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). 

• Other Health Impairments

...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:

• 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 
• adversely affects a child’s educational performance.
• Rett Syndrome

...is a rare genetic disease that mostly affects girls and causes developmental and nervous system problems. Babies with Rett syndrome appear to grow and develop normally but then between 3 months and 3 years, they stop acquiring and even lose some skills. Symptoms include loss of speech and movement, compulsive movement, as well as balance, breathing, and behavioral problems.

Specific Learning Disability

...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. 

Speech or Language Impairment

...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. 

• Traumatic Brain Injury and Neurological Impairment

...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. 

Visual Impairment Including Blindness

...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Looking For More or Can't Find What You Need?

In addition to the Disabilities listed above there are more areas to explore in this sections. Take a moment to refer to the resources listed in the left hand column.

If you cannot find information on a certain topic let our Research Department do the work for you. This is a benefit of NASET membership and you can join NASET to access the Member's Research Dept.

You can also try a great resource: ISER

ISER ( Internet Special Education Resources ) is a directory of special education programs, providers, schools, and training opportunities as well as resource articles for people with Learning Disabilities, their families, and their teachers. To learn more - Click here

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