Understanding the 13 disability categories recognized by IDEA
Navigating special education can feel overwhelming, especially when you come across the 13 different disability categories recognized under the Individuals with Disabilities Education Act (IDEA). These categories cover a wide range of needs—from physical and sensory challenges to learning, emotional, and developmental differences. Knowing what each category means can make a big difference in understanding how schools support students and tailor learning to fit their unique strengths and challenges. In this article, we’ll break down each of the 13 categories in simple terms to help families, educators, and advocates feel more confident and informed.
To qualify for an IEP or Individualized Education Plan, a student must be evaluated and found to have at least one of these 13 recognized disabilities:
Autism Spectrum Disorder (ASD) is a developmental disability that affects how a person communicates, interacts with others, and processes information. Autism is a spectrum, meaning that individuals experience it in different ways and require varying levels of support both in and out of the classroom. Some students with autism may be non-verbal and benefit from intensive support to develop daily living and communication skills, often learning in self-contained classrooms with peers who have similar support needs. Others may have strong cognitive and academic abilities but still require support with social communication, sensory processing, emotional regulation, or executive functioning. Educational approaches should be individualized and strengths-based, ensuring each student has access to meaningful learning and inclusion.
Deaf-blindness is a combined sensory disability that affects both hearing and vision, creating unique and complex communication and learning needs. The degree of hearing and vision loss varies widely among individuals, and so do their support needs. Some students may have limited functional use of both senses and require one-on-one support, assistive technology, tactile learning, and specialized communication methods such as tactile sign language or object cues. Others may have partial hearing or vision and can access general education settings with appropriate accommodations. Deaf-blindness is not simply the sum of two sensory impairments—it is a distinct disability that requires tailored educational approaches focused on communication access, mobility, and connection.
Deafness is a hearing disability that significantly impacts an individual’s ability to perceive and process spoken language, even with the use of amplification. Students who are deaf may communicate using sign language, spoken language, or a combination of both, depending on their individual needs, preferences, and language exposure. Deafness is not solely a medical condition—it also has cultural and linguistic dimensions, especially within the Deaf community. Educational supports may include sign language interpreters, captioning, assistive listening devices, or placement in specialized programs or schools for the deaf. With appropriate communication access and inclusive practices, students who are deaf can fully participate and succeed in academic and social environments.
Emotional Disturbance (ED) is a category of disability under special education law that refers to a range of mental health conditions that can significantly impact a student’s ability to learn, build relationships, or regulate behavior in a school setting. This may include diagnoses such as anxiety disorders, depression, bipolar disorder, or post-traumatic stress disorder (PTSD). Students with emotional disturbance may struggle with behavior regulation, social interactions, or coping with stress and change. Support needs vary widely—some students benefit from counseling, structured routines, and behavioral supports in a general education setting, while others may require specialized classrooms or therapeutic services. With the right interventions and relationships, students with emotional disturbance can thrive both academically and socially.
Hearing Impairment refers to a hearing loss—permanent or fluctuating—that affects a student’s ability to access spoken language and sounds, and may impact learning, communication, and social development. Unlike deafness, which typically involves a more significant loss, hearing impairment includes a wide range of hearing levels and may be present in one or both ears. Students with hearing impairments may benefit from hearing aids, cochlear implants, FM systems, or other assistive technology, as well as speech and language support or captioning services. With appropriate accommodations and consistent access to communication, students with hearing impairments can participate fully in classroom instruction and peer interactions.
Intellectual Disability (ID) is a developmental disability characterized by significant limitations in both intellectual functioning (such as reasoning, learning, and problem-solving) and adaptive behavior, which covers everyday social and practical skills. These challenges typically appear before the age of 18. Students with intellectual disabilities may learn at a different pace and benefit from individualized instruction, repetition, and hands-on learning experiences. Support needs vary—some students may thrive in inclusive settings with modifications, while others may learn in more structured or self-contained classrooms. With the right supports, students with intellectual disabilities can build independence, engage meaningfully in their communities, and achieve personal and academic success.
Multiple Disabilities refer to the presence of two or more disabilities that occur together and create complex educational needs that cannot be met by addressing each disability separately. For example, a student might have both an intellectual disability and a physical impairment, or a combination of sensory, medical, and cognitive challenges. These overlapping needs often require highly individualized support plans, including specialized instruction, assistive technology, and collaboration among various service providers. Students with multiple disabilities may learn in self-contained or inclusive settings, depending on their strengths and needs. With consistent support, communication access, and family-school collaboration, students with multiple disabilities can make meaningful progress and participate actively in school and community life.
Orthopedic Impairment (OI) refers to a physical disability that affects a student’s ability to move, coordinate their body, or navigate their environment. This may be the result of congenital conditions (like cerebral palsy or spina bifida), diseases (such as muscular dystrophy), or injuries (such as those affecting bones, joints, or muscles). The impact on learning varies depending on the nature and severity of the impairment. Some students may require mobility aids, physical therapy, or classroom accommodations such as accessible seating or assistive technology. While their physical needs may be significant, many students with orthopedic impairments do not have cognitive challenges and can thrive academically when physical barriers are removed and accessibility is prioritized.
Other Health Impairment (OHI) refers to a broad category of chronic or acute health conditions that limit a student’s strength, vitality, or alertness and can impact their educational performance. Examples include asthma, diabetes, epilepsy, attention deficit hyperactivity disorder (ADHD), and heart conditions. The severity and impact of these conditions vary widely, and students may require accommodations such as medication management, rest breaks, or modified schedules. With appropriate health supports and individualized educational planning, students with other health impairments can fully access learning opportunities and succeed academically.
Specific Learning Disability (SLD) is a neurological condition that affects a student’s ability to acquire and use academic skills such as reading, writing, or math. Common types of learning disabilities include dyslexia (reading), dysgraphia (writing), and dyscalculia (math). Students with SLD may struggle with processing speed, memory, or attention, which can impact classroom performance and confidence. However, with appropriate interventions—such as specialized instruction, accommodations, and assistive technology—students with learning disabilities can thrive academically. SLD does not affect a student’s overall potential, and individualized support can help them access the curriculum and demonstrate their abilities in meaningful ways.
Speech or Language Impairment refers to difficulties in communication that affect a student’s ability to produce sounds correctly, use language effectively, or understand spoken language. This can include speech disorders such as articulation or fluency issues (like stuttering), as well as language disorders that impact vocabulary, sentence structure, or social use of language (pragmatics). These impairments may affect a student’s ability to express ideas, follow directions, or engage with peers and teachers. With targeted speech-language therapy, classroom accommodations, and supportive communication strategies, students with speech or language impairments can improve their communication skills and participate more fully in academic and social activities.
Traumatic Brain Injury (TBI) is an acquired injury to the brain caused by an external physical force, such as a fall, accident, or blow to the head, which results in temporary or permanent impairments. These impairments can affect cognition, memory, attention, communication, physical coordination, and emotional regulation. The impact of TBI varies widely depending on the severity and location of the injury. Students with TBI may require individualized support including cognitive rehabilitation, behavioral interventions, and accommodations like extended time or breaks during instruction. With appropriate support and rehabilitation, many students with traumatic brain injuries can successfully re-engage with learning and daily activities.
Visual Impairment, including Blindness, refers to a range of vision loss that affects a student’s ability to see, even with corrective lenses. This can include partial sight or complete blindness. Students with visual impairments may require specialized instruction in braille, use of assistive technology such as screen readers or magnification devices, and orientation and mobility training to navigate their environment safely and independently. Access to tactile learning materials and adaptations to classroom materials and environments are essential. With appropriate supports and accommodations, students with visual impairments can fully participate in academic, social, and extracurricular activities.
