1. MD- Multiple Disabilities
2. DB- Deaf-Blindness
3. HI- Hearing Impairment (including deafness)
4. VI- Visual Impairment (including blindness)
5. SI-Speech or Language Impairment
6. OI- Othopedic Impairment
8. ED- Emotional Disturbance
9. CD-Cognitive Disability (Soon to be changed to Intellectual Disability, see http://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Intellectual-Disability )
10 SLD-Specific Learning Disability
13. TBI-Traumatic Brain Injury
14. OHI major-Other Health Impairment Major
15. OHI minor- Other Health Impairment Minor
* (missing numbers - 11 is for Preschool Children and 7 was split into 14 & 15)
Disability Definitions per Ohio Dept of Education:
(a) “Autism” means a developmental disability significantly affecting verbal
and nonverbal communication and social interaction, generally evident
before age 3, that adversely affects a child’s educational performance.
(i) Other characteristics often associated with autism are
(a) Engagement in repetitive activities and stereotyped movements;
(b) Resistance to environmental change or change in daily routines;
(c) Unusual responses to sensory experiences.
(ii) The term does not apply if a child’s educational performance is
adversely affected primarily because the child has an emotional
disturbance, as defined in paragraph (F)(3)(e) of this rule.
(iii) A child who manifests the characteristics of “autism” after age three
could be diagnosed as having “autism” if the criteria in (3)(a) of this
paragraph are satisfied.
(b) “Cognitive disability” (mental retardation) means significantly subaverage
general intellectual functioning, existing concurrently with deficits in
adaptive behavior and manifested during the developmental period, that
adversely affects a child’s educational performance.
(i) “Significantly subaverage general intellectual functioning” refers to
an intelligence quotient of seventy or below as determined through a
measure of cognitive functioning administered by a school psychologist
or a qualified psychologist using a test designed for individual
administration. Based on a standard error of measurement and clinical
judgement, a child may be determined to have significant subaverage
general intellectual functioning with an intelligence quotient
not to exceed seventy-five.
(ii) “Deficits in adaptive behavior” means deficits in two or more applicable
skill areas occurring within the context of the child’s environments
and typical of the child’s chronological age peers.
(iii) A child who was identified by an Ohio school district as having a
developmental handicap as of the effective date of this rule shall be
considered a child with a disability if the child continues to meet the
definition for “developmental handicap” set forth under Rules for
the Education of Handicapped Children, effective 1982, and shall be
eligible to receive special education and related services in accordance
with “Operating Standards for Ohio’s Schools Serving
Children with Disabilities,” effective July 1, 2002.
(c) “Deaf-blindness” means concomitant hearing and visual impairments, the
combination of which causes such severe communication and other developmental
and educational needs that they cannot be accommodated in
special education programs solely for children with deafness or children
(d) “Deafness” means a hearing impairment that is so severe that the child
is impaired in processing linguistic information through hearing, with or
without amplification, and that adversely affects a child’s educational
(e) “Emotional disturbance” means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked
degree that adversely affects a child’s educational performance:
(i) An inability to learn that cannot be explained by intellectual, sensory,
or health factors;
(ii) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers;
(iii) Inappropriate types of behavior or feelings under normal circumstances;
(iv) A general pervasive mood of unhappiness or depression;
(v) A tendency to develop physical symptoms or fears associated with
personal or school problems. The term includes schizophrenia. The
term does not apply to children who are socially maladjusted, unless
it is determined that they have an emotional disturbance.
(f) “Hearing impairment” means an impairment in hearing, whether permanent
or fluctuating, that adversely affects a child’s educational performance
but that is not included under the definition of deafness in this section.
(g) “Multiple disabilities” means concomitant impairments (such as mental
retardation-blindness, mental retardation-orthopedic impairment, etc.), the
combination of which causes such severe educational needs that they cannot
be accommodated in special education programs solely for one of the
impairments. The term does not include deaf-blindness.
(h) “Orthopedic impairment” means a severe orthopedic impairment that
adversely affects a child’s educational performance. The term includes
impairments caused by congenital anomaly (e.g., clubfoot, absence of
some member, etc.), impairments caused by disease (e.g., poliomyelitis,
bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral
palsy, amputations, and fractures or burns that cause contractures).
(i) “Other health impairment” means having limited strength, vitality or alertness,
including a heightened alertness to environmental stimuli, that results
in limited alertness with respect to the educational environment, that is due
to chronic or acute health problems such as asthma, attention deficit disorder
or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and
sickle cell anemia; and adversely affects a child’s educational performance.
(j) “Specific learning disability” means a disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
The term does not include learning problems that are primarily the result
of visual, hearing, or motor disabilities; of mental retardation; of emotional
disturbance; or of environmental, cultural, or economic disadvantage.
(k) “Speech or language impairment” means a communication disorder, such
as stuttering, impaired articulation, a language impairment, or a voice
impairment, that adversely affects a child’s educational performance.
(l) “Traumatic brain injury” means an acquired injury to the brain caused by
an external physical force or by other medical conditions, including but
not limited to stroke, anoxia, infectious disease, aneurysm, brain tumors
and neurological insults resulting from medical or surgical treatments.
The injury results in total or partial functional disability or psychosocial
impairment or both, that adversely affects a child’s educational performance.
The term applies to open or closed head injuries, as well as to other
medical conditions that result in acquired brain injuries. The injuries
result in impairments in one or more areas such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment; problem-solving;
sensory, perceptual, and motor abilities; psychosocial behavior; physical
functions; information processing; and speech. The term does not
apply to brain injuries that are congenital or degenerative, or to brain
injuries induced by birth trauma.
(m) “Visual impairment,” including blindness, means an impairment in vision
that, even with correction, adversely affects a child’s educational performance.
The term includes both partial sight and blindness. Visual impairment
for any child means:
(i) A visual impairment, not primarily perceptual in nature, resulting in
a measured visual acuity of 20/70 or poorer in the better eye with
(ii) A physical eye condition that affects visual functioning to the extent
that special education placement, materials and/or services are
required in an educational setting.