Disability Codes for high school listed by EMIS number

 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

12.  AU-Autism

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

with blindness.

(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

correction; or

(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.