Disability Categories

Source & More Information: MDE

For students to meet criteria and receive special education services in Minnesota under the disability category of Emotional Behavior Disorders (EBD), students must demonstrate behavioral consistency by having an established pattern of one or more of the following emotional or behavioral responses:

A. withdrawal or anxiety, depression, problems with mood, or feelings of self-worth;
B. disordered thought processes with unusual behavior patterns and atypical communication styles; or
C. aggression, hyperactivity, or impulsivity.

The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational or social skills; be significantly different from appropriate age, cultural or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one other setting in either the home, child care or community. The responses must not be primarily the result of intellectual, sensory, or acute or chronic physical health conditions. See the complete criteria checklist in Minnesota Rules.

Source & more information: MDE

Other Health Disabilities (OHD) includes a wide range of chronic or acute health conditions, including Attention Deficit/Hyperactivity Disorder (AD/HD), that can range from mild to severe. Medications, treatments, therapies and repeated hospitalizations can affect a student’s ability to learn and function at school. A student with such a condition may be considered for special education under the OHD category. 

Source & More information: MDE

Minnesota uses the federal definition of Specific Learning Disability (SLD). SLD is a disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may be exhibited as an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. SLD also includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

Source & More Information: MDE

The Individuals with Disabilities Education Act (IDEA) defines speech/language impairment as “a communication disorder such as stuttering, impaired articulation, language impairment or a voice impairment that adversely affects a student’s educational performance.”

Minnesota Rules, part 3525.1343 outlines the specific categorical requirements and criteria for speech or language impairments eligibility in Minnesota.
 

• Fluency disorder means the intrusion or repetition of sounds, syllables, and words; prolongation of sounds; avoidance of words; silent blocks; or inappropriate inhalation, exhalation, or phonation patterns. These patterns may also be accompanied by facial and body movements associated with the effort to speak.
• Voice disorder means the absence of voice or presence of abnormal quality, pitch, resonance, loudness, or duration.
• Articulation disorder means the absence of or incorrect production of speech sounds or phonological processes that are developmentally appropriate (e.g., lisp, difficulty articulating certain sounds, such as l or r). 
• Language disorder means a breakdown in communication as characterized by problems in expressing needs, ideas, or information that may be accompanied by problems in understanding.