High Incidence Disabilities
This category of disabilities includes SLD, ADHD, Speech/Language Impairments.
High Incidence Disabilities
Students with ADHD often struggle with these two executive functions.
attention and impulse control
Instruction at this pace can overwhelm students with processing delays.
fast-paced instruction
A structured method with modeling, guided practice, and independent work.
explicit instruction
Reducing this can help students avoid cognitive overload.
task length or complexity
True or False: Nearly 80% of students with disabilities fall into the High Incidence Disabilities classification.
True
Reading and math struggles often stem from these learning disabilities.
Dyslexia or dyscalculia
This happens when instruction is the same for everyone, with no flexibility.
limited differentiation
These tools visually support comprehension and connection-making.
graphic organizers
This type of output may replace writing for students with dysgraphia.
an alternative to written response
This disorder impacts psychological processes in understanding spoken or written language.
Specific Learning Disability (SLD)
Students with EBD often struggle to build these types of relationships.
interpersonal relationships
When instruction prioritizes behavior over engagement, this barrier occurs.
compliance over engagement
These break down tasks and help clarify expectations.
checklists and rubrics
These provide structure and help with self-regulation.
visual schedules or cues
IDEA defines this as a long-term condition affecting emotional regulation and peer relationships.
Emotional or Behavioral Disorder (EBD)
These methods help identify patterns before formal disability identification.
early screening or progress monitoring
These resources can be hard to understand due to complexity or format.
inaccessible materials
Students work with peers to strengthen academic and social skills.
peer-assisted learning
These strategies support autonomy and help with focus.
movement breaks or student choice
Characterized by below-average intellectual function and adaptive behavior.
Mild Intellectual Disability
This happens when students compensate for their disabilities and appear “fine.”
masking behavior
These harmful beliefs lead to decreased expectations and missed opportunities.
social stigma or ableism
These assessments guide instruction based on current understanding.
formative assessments
These resources allow students to access material in different formats.
leveled texts or multimedia