praxis 5355: disabilities outlined in IDEA

autism

developmental disability significantly affecting verbal/nonverbal communication and social interaction, evident before age 3, adversely affects a child’s educational performance

deaf-blindness

concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness/blindness

emotional behavior disturbance

exhibits one or more of the following that affects a child’s educational performance:

• inability to learn that cannot be explained by intellectual, sensory, or health factors

• inability to build or maintain satisfactory interpersonal relationships with peers and teachers

• inappropriate types of behavior/feelings under normal circumstances

• general pervasive mood of unhappiness/depression

• tendency to develop physical symptoms or fears associated with personal/school problems

hearing impairment

permanent or fluctuating, adversely affects a child’s educational performance but that is not included under the definition of deafness

deafness

hearing impairment that is so severe that the child cannot process linguistic information through hearing, with or without amplification. adversely affects a child’s educational performance

intellectual disability

significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, adversely affecting a child’s educational performance

multiple disabilities

concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments

orthopedic impairments

severe bodily impairment that adversely affects a child’s educational performance

other health impairment

having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment

specific learning disability

disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, or do mathematical calculations, including conditions such as perpetual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia

speech or language impairment

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

traumatic brain injury

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

visual impairment, including blindness

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