Eligibilities

"Individuals who have higher-incidence disabilities—the disabilities that are most commonly seen in schools—include a wide range of abilities and disabilities, from mild to severe in intensity. Some higher-incidence disabilities are temporary, whereas others are lifelong conditions. Higher-incidence disability areas include speech or language impairments, learning disabilities, mild or moderate intellectual disabilities, and emotional disturbance" (Mastropieri, Scruggs, Regan, 2024, p. 55).

Higher Incidence Disabilities Percentage by Category:

Below are the four high incidence disability categories and descriptions of each.

Speech or Language Impairment - 16.3%

Speech disorders may exist as voice, articulation, or fluency disorders. Voice disorders affect the volume, pitch, flexibility, and quality of the voice and affect about 6% of school-age children Examples of voice disorders include speech that is chronically strained, hoarse, breathy, or nasal. In the most severe instances, voice is not present at all" (Mastropieri, Scruggs, Regan, 2024, p. 56).

 

Eligibility determiners for speech or language impairments can often be identified early on, as young as the age of two. Special tests including vocabulary and articulation tests can help determine if a student will need extra support in this area. 

Learning Disabilities - 37.1%

"Learning disabilities is used as an umbrella term to classify those individuals with average or above-average intelligence who nonetheless have difficulties with academic tasks" (Mastropieri, Scruggs, Regan, 2024, p. 61). 

 

Eligibility determiners for learning disabilities can be hard to determine, especially when distinguishing if a student has an actual learning disability or is a low achieving student. However, looking at the child's reading score could help determine if there is a learning disability as these children have considerably lower reading scores (Mastropieri, Scruggs, Regan, 2024, p. 61). 

Intellectual Disabilities - 6.5%

"Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 22" (Mastropieri, Scruggs, Regan, 2024, p. 65). 

 

Eligibility determiners for this category include assessing both intellectual functioning and adaptive behavior. Intelligence tests are often used to help diagnose intellectual disabilities (Mastropieri, Scruggs, Regan, 2024, p. 67). 

Emotional Disturbance - 5.4%

"Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet at least one of several characteristics that persist over time and that negatively affect school performance, including the following:

  • Inability to learn that cannot be explained by intellectual, sensory, or health factors.

  • Inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

  • Inappropriate types of behavior or feelings under normal circumstances.

  • General pervasive mood of unhappiness or depression.

  • Tendency to develop physical symptoms or fears associated with personal or school problems" (Mastropieri, Scruggs, Regan, 2024, p. 70). 

 

Eligibility determiners can be hard for students in this category. Checklists are often used by adults in the child's life to track behaviors.

 

Video Resources 

Helpful Videos for Educators