Disability Categories
Students contemplating a degree in Special Education must consider which disability category they will stress during the run up to their initial license. Of course, licensure in other categories can be attained after graduation.
(1) Learning Disabilities (LD): Students are identified as having a specific learning disability when they show a difference between what is expected of them at school (based on indicators of general intelligence) and observed performance in school (based on measures of school achievement). Most, though not all, students identified with learning disabilities demonstrate difficulty with reading and written expression that are greater than might be expected for them. Candidates for licensure with a particular interest in the teaching of reading might enjoy serving students with LD.
(2) Emotional and Behavioral Disorders (EBD): Students are identified as EBD when their behavior or a mental health issue prevents that individual from performing in school up to their recognized potential. Students classified under the EBD designation generally demonstrate deficits in social skills and behavior. Candidates for licensure who value the intellectual and personal challenge of developing behavioral plans and supports may find serving students with EBD a challenging and satisfying career choice.
(3) Developmental Disabilities/Developmental or Cognitive Disability (DD). Students who perform far below average on measures of intellectual/cognitive ability may, if they also demonstrate problems with everyday life (called "adaptive behavior"), be identified as developmentally and cognitively disabled. Adaptive behavior includes skills in such areas as communication, vocational/prevocational, recreation/leisure, community access/mobility, and personal care. Candidates who desire to teach a mix of academic and daily-life skills may find DD to be a meaningful career direction.
(4) Physical/Health Disabilities (P/HD). Candidates for licensure in P/HD will serve students whose physical, health, or motor characteristics prevent them from learning at their full potential. Most, but not all, students designated P/HD perform at average to above average levels of intellectual ability.
(5) Autism (or ASD). The purpose of the Autism Certificate Program is to provide advanced, specialized training for individuals who work with K-12 pupils with autism spectrum disorders. Although this program does not lead to licensure, it enhances the knowledge and skills of graduate students who are employed in public school and clinical settings.
