Disability Areas

A behaviorally defined group of disorders characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication and repetitive and stereotyped patterns of behavior, interests and activities, with onset in early childhood.

Significantly sub-average general intellectual functioning resulting in or associated with concurrent deficits in adaptive behavior: either, Mild to Moderate (MMI) or Severe-Profound (MSMI).

A substantial delay or disorder in development or an identifiable sensory, physical, cognitive, social/emotional conditions or other conditions known to hinder normal development.

*Birth through age 6 only

An established pattern of interaction characterized by one or more of the following:

• severely aggressive behavior
• impulsive behaviors
• severely withdrawn behaviors
• anxious behaviors
• generally pervasive unhappiness
• depression
• severe mood swings
• severely disordered thought processes manifested by unusual behavior patterns, atypical communication styles or distorted interpersonal relationships.

A broad range of medically diagnosed chronic and associated acute health conditions that adversely affect educational performance to the extent special education and related services may be needed.

A medically diagnosed chronic physical impairment, either congenital or acquired, that adversely affects physical or academic functioning.

Student has severe learning and developmental problems resulting from two or more disabling conditions. Students with severe multiple impairment (SMI) meet the criteria for two or more of six categorical areas: deaf or hard of hearing, physically impaired, developmental cognitive disability (severe/profound), visually impaired, emotional or behavioral disorders and autism spectrum disorders. 

A condition in which a significant discrepancy between one’s general intellectual ability and academic achievement in one or more of the following areas:

• Oral expression
• Listening comprehension
• Mathematical calculation
• Mathematical reasoning
• Basic reading skills
• Reading comprehension
• Written expression.

A significant discrepancy is about two years below age/grade level expectations given average cognitive abilities.

*The student's underachievement is not primarily the results of visual, hearing, or motor impairment; developmental cognitive disabilities; emotional or behavioral disorders; environmental, cultural, or economic influences; limited English proficiency; or a lack of appropriate instruction in reading or math.

A communication disorder in fluency, voice, articulation or language.

An acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.

Deaf-Blindness means concomitant hearing and visual impairment(s).  The combination causes severe communication and other developmental and educational needs. Meets special education criteria for both a Visual Impairment and Deaf and Hard of Hearing.

Documentation of visual impairment by licensed eye specialist. According to Minnesota Rules 3525.1345, "'Visually impaired' means a medically verified visual impairment accompanied by limitations in sight that interfere with acquiring information or interaction with the environment to the extent that special education instruction and related services may be needed." A student with visual impairments and a functional need may be considered for special education under the Blind – Visually Impaired (BVI) category. 

MDE Blind-Visually Impaired.

Audiological documentation provided by a certified audiologist of documented hearing loss that affects educational performance.

Program

The Edina Deaf and Hard of Hearing program includes a team of Teachers of the Deaf/Hard of Hearing and an Educational Audiologist. Edina’s team of Deaf/Hard of Hearing teachers have specialized qualifications and expertise to support and promote optimal educational development. Deaf/Hard of hearing students ages birth to 21 are served through Special Services in a variety of educational settings including home-based, early childhood center, general education, and special education throughout the school district. The Teacher of the Deaf/Hard of Hearing consults with all Individualized Education Plan (IEP) team members including parents, instructional and support staff, and students to provide unique information on the impact of a hearing loss. Students are instructed by the Deaf/Hard of Hearing Teacher directly and indirectly through a variety of stimulus-rich formats unique to children with hearing loss including:

• Academic development: General education curriculum instruction, support in classwork, direct supplanted curriculum instruction, special focus areas of reading, language arts, vocabulary, comprehension, general knowledge, and phonemic awareness.
• Disability Awareness: Coping strategies, assistive devices/technology, self-advocacy skills.
• Auditory Processing: Attending skills, auditory comprehension, and auditory memory.
• Language Development: Spoken English, American Sign Language, written language, and receptive and expressive language skills.
• Social Emotional Skills: Self-concept, self-esteem, friendship, social interaction, pragmatics and how these skills are impacted by the student’s hearing loss.
• Early Childhood Development: Regional Early Hearing Detection and Intervention (EHDI) Team, birth to age 3 family services, age 3-5 early intervention preschool services,
• Transition Skills: Post-Secondary, Employment, Community Participation, Home-Living, and Recreation and Leisure