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1342.12 Companion

July 12, 2017

Page 64

Areas of Disability Quick Reference Chart

DISABILITY

DESCRIPTION

AUTISM

SPECTRUM

DISORDER

A developmental disability significantly affecting verbal and nonverbal communication and social

interaction that adversely affects a student’s educational performance. Other characteristics often

associated with autism are engagement in repetitive activities and stereotyped movements,

resistance to environmental change or change in daily routines, and unusual responses to sensory

experiences. Essential features are typically, but not necessarily, manifested before age three.

Autism may include autism spectrum disorders such as, but not limited to, autistic disorder;

pervasive developmental disorder not otherwise specified; and Asperger’s syndrome. The term

does not apply if a student’s educational performance is adversely affected primarily because the

student has an emotional disturbance.

DEAFNESS

A hearing loss or deficit so severe that it impairs a student’s ability to process linguistic information

through hearing, with or without amplification, and affects the student’s educational performance

adversely.

DEAF-BLINDNESS

A combination of hearing and visual impairments causing such severe communication,

developmental, and educational needs that the student cannot be accommodated in programs

specifically for student with deafness or student with blindness.

DEVELOPMENTAL

DELAY

A significant discrepancy, as defined and measured in accordance with this Enclosure 3 o

f DoDM 1342.12 a

nd confirmed by clinical observation and judgment, in the actual functioning of a student,

birth through age seven, or any subset of that age range including ages three through five, when

compared with the functioning of a non-disabled student of the same chronological age in any of

the following developmental areas: physical, cognitive, communication, social or emotional, or

adaptive development. A student determined to have a developmental delay before the age of

seven may maintain that eligibility through age nine.

EMOTIONAL

DISTURBANCE

A condition confirmed by clinical evaluation and diagnosis and that, over a long period of time and

to a marked degree, adversely affects educational performance and exhibits one or more of the

following characteristics: (a). Inability to learn that cannot be explained by intellectual, sensory, or

health factors; (b). Inability to build or maintain satisfactory interpersonal relationships with peers

and teachers; (c). Inappropriate types of behavior or feelings under normal circumstances; (d). A

tendency to develop physical symptoms or fears associated with personal or school problems; (e). A

general pervasive mood of unhappiness or depression. Includes students who are schizophrenic,

but does not include students who are socially maladjusted, unless it is determined they are

emotionally disturbed.

HEARING

IMPAIRMENT

An impairment in hearing, whether permanent or fluctuating, that adversely affects a student’s

educational performance, but is not included under the definition of deafness.

INTELLECTUAL

DISABILITY

Significantly below-average general intellectual functioning, existing concurrently with deficits in

adaptive behavior. This type of disability is manifested during the developmental period and

adversely affects a student’s educational performance.

ORTHOPEDIC

IMPAIRMENT

A severe orthopedic impairment that adversely affects a student’s educational performance. That

term includes congenital impairments such as club foot or absence of some member; impairments

caused by disease, such as poliomyelitis and bone tuberculosis; and impairments from other causes

such as cerebral palsy, amputations, and fractures or burns causing contractures.

OTHER HEALTH

IMPAIRMENTS

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 and that adversely affects a student’s educational performance. Such

impairments may include, but are not necessarily limited to, attention deficit disorder, attention

deficit hyperactivity disorder, heart condition, tuberculosis, rheumatic fever, nephritis, asthma,

sickle cell anemia, hemophilia, seizure disorder, lead poisoning, leukemia, or diabetes.