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As parents and speech-language pathologists we know how overwhelming the special education world can be. From reading dense paperwork to walking into a room full of professionals to advocating for their child, parents are faced with endless terms, acronyms, and definitions. Since special education paperwork season is upon us, we thought a quick, simple review of common IEP definitions and terms was fitting.
So to help out all you fellow mamas, we are explaining another round of Need to Know IEP Definitions! But this time, we are reviewing and defining a variety of eligibility categories here in our home state of Illinois.
(And btw, we are not special education lawyers! We are just sharing what we know from our professional experiences!)
Also Read: 12 Need to Know IEP Definitions
Eligibility Category Definitions
The Individuals With Disabilities Education Act (IDEA) allows students to receive special education services under 13 different eligibility categories in the state of Illinois. With all of these eligibility definitions, a student’s ability to access the general education setting is the ultimate determining factor. When looking at a student’s needs, all areas of deficit should be considered to find the most appropriate special education eligibility and services. Check out all of the eligibilities found in an IEP below.
- Speech Language Impairment
- Specific Learning Disability
- Other Health Impairment
- Intellectual Disability
- Emotional Disturbance
- Autism
- Deafness, Hearing Impairment, Visual Impairment, & Deaf-Blindness
- Orthopedic Impairment
- Traumatic Brain Injury
- Multiple Disabilities
Speech Language Impairment
Of course the eligibility category we see the most is Speech Language Impairment or SLI. This eligibility definition is typically for students who exhibit a deficit in language, articulation, or fluency. We support students who have difficulty producing specific sounds, following directions, applying vocabulary, maintaining fluency, and more.
These students may not have any other areas of need; however, additional relative services could be included if a result of the speech-language disability. For example, a student may qualify for an IEP under the SLI eligibility for stuttering. Due to the emotional impact dysfluent speech can have, additional social work services could be added to support the SLI disability if deemed necessary by a school-based social worker.
Specific Learning Disability
The next most common eligibility category we see is Specific Learning Disability or SLD. Students who exhibit difficulties in reading, writing, or math can qualify for services under this category. Often times students who receive supports under this category may also receive speech and language services, but not always.
For example, a student may have IEP goals to address the academic areas of reading comprehension and reading fluency. As part of the evaluation process to determine eligibility, a speech-language pathologist may formally test students to see if additional services are needed to support language comprehension.
Other Health Impairment
Students who qualify for special education services under Other Health Impairment or OHI typically have physical impairments, executive functioning deficits, decreased alertness, and/or other health factors. A medical diagnosis is often given by a medical doctor outside of school such as attention deficits, epilepsy, a variety of syndromes or genetic, and more.
When a student is eligible under OHI, they may have services to address academics and executive functioning, but also social emotional, speech and language, fine motor, and gross motor skills. A nurse or school health coordinator may be involved as well if medication or health plan is needed at school.
Intellectual Disability
An Intellectual Disability or ID eligibility is defined as limitations to a students cognitive skills and other areas such as communication, self-care, and social interactions. We often support these students with goal areas in social communication and functional language. For example, a student with the medical diagnosis of Down syndrome may receive special education services under this eligibility category.
Emotional Disturbance
Students who struggle with emotional regulation and behavior management may receive school supports under Emotional Disturbance or ED. Specific diagnosis such as anxiety, schizophrenia, or bipolar disorder are a few examples, but not all, that would fall under this eligibility umbrella.
Along with ED eligibilities, students may require a functional behavior assessment or FBA to identify trouble behaviors or issues. From the results of the FBA, typically a behavioral intervention plan or BIP is created to help manage or replace problem behaviors.
Autism
As SLPs we know that students with autism vary greatly! However, to qualify under this eligibility students must meet specific criteria. Per the Illinois Board of Education, specific areas of need are considered to appropriately determine supports. Those areas include: verbal and nonverbal communication needs, social interaction skills, needs resulting from unusual responses to sensory experiences, needs resulting from resistance to environmental change or change in daily routines, needs resulting from engagement in repetitive activities and stereotyped movements, need for any positive behavioral interventions, strategies and supports, and any other needs which impact progress in the general education setting.
For students that do not have a medical diagnosis of autism and above considerations negatively impact the student at school, IEP teams along with the parent can agree to an educational autism eligibility.
Deafness, Hearing Impairment, Visual Impairment & Deafness-Blindness
These four eligibilities are defined much like they read. Students who are deaf or hard of hearing, even with the use of hearing aids, can qualify for supports. In addition, students who are blind or visionally impaired may receive special education supports during their school day. However, if glasses can be worn to correct any vision issues, a student may not qualify for an IEP under this eligilbility.
Orthopedic Impairment
An Orthopedic Impairment is an appropriate eligibility when a student has a physical abnormality that results in a negative effect on learning. This impairment could be the result of a disease, a congenital anomaly, or other causes such as cerebral palsy.
Traumatic Brain Injury
A Traumatic Brain Injury or TBI occurs when an acquired head injury impacts a student’s cognition, language, memory, attention, and more. This does not refer to injuries due to birth trauma or congenital anomalies.
Multiple Disabilities
Lastly, the eligibility of Multiple Disabilities means cooccurring disabilities. In order to best describe the student’s needs, several of the above categories may be required. For example, a student may have a diagnosis of intellectual disability, but also have visual impairments or blindness. The eligibility of Multiple Disabilities would encompass both areas of need.
Again we are not special education lawyers or experts, but we hope sharing these Illinois IEP eligibility categories or definitions helps ease some of the burden as you navigate your child’s special education journey. For more in depth definitions, check out the Illinois State Board of Education Disabilities Areas. If you have any additional questions, concerns, or feelings of unease, we encourage you to reach out to your child’s district special education director or LEA representative for further clarification. Just remember YOU are a vital team member as well!
While our IEP definitions Part 1 & Part 2 are by no means exhaustive, please know there are MANY more special education terms and words out there! Are there any words you are still unsure of? Do you have additional IEP terms in mind that you would like us to define? Drop us a comment below and let us know what we can further explain!
Kate & Mandy
Talking Mama Bears