AUT  Autism—A developmental disability significantly affecting verbal and non-verbal communication and special interaction, generally evident before age three, that adversely affects a child’s educational performance.  Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual response to sensory experiences.  The term does not include children whose educational performance is adversely affected primarily because the children have an emotional disturbance. Standards of Learning Assessment Answer Document Code 13

DB  Deaf-blindness—Hearing and visual impairments occurring at the same, 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. Standards of Learning Assessment Answer Document Code 12

DD  Developmental delay—A disability affecting a child ages two through eight:  1)  Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:  physical development, cognitive development, communication development, social or emotional development, or adaptive development; and 2)  Who, by reason thereof, needs special education and related services. Standards of Learning Assessment Answer Document Code 16

ED  Emotional disturbance—Either: 1) A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects an individual’s educational performance:  a)  An inability to learn that cannot be explained by intellectual, sensory, or health factors; b)   An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;  c)  Inappropriate types of behaviors or feelings under normal circumstances;  d)  A general pervasive mood of unhappiness or depression; or e)  A tendency to develop physical symptoms or fears associated with personal or school problems, or 2) A schizophrenic individual.  This term does not apply to children who are socially maladjusted unless it is determined that they have a serious emotional disturbance. Standards of Learning Assessment Answer Document Code 8

HI  Hearing impairment—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. Standards of Learning Assessment Answer Document Code 6

MR  Mental retardation—Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects an individual’s educational performance. Standards of Learning Assessment Answer Document Code 1

MD  Multiple disabilities—Two or more impairments at the same time  (e.g., mental retardation-blind or mental retardation-orthopedic impairments), the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments.  This term does not include deaf-blindness. Standards of Learning Assessment Answer Document Code 3

OI  Orthopedic impairment—Severe orthopedic impairment that adversely affects a child’s educational performance.  The term includes impairments caused by congenital anomaly (e.g., clubfoot or absence of some member), impairments caused by some disease (e.g., poliomyelitis or bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns which cause contractures). Standards of Learning Assessment Answer Document Code 4

OHI Other health impairment—Having limited strength, vitality, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that (i) is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, and  diabetes, and (ii) adversely affects a child’s educational performance. Standards of Learning Assessment Answer Document Code 10

SD  Severe disability—A primary disability that:  1)  Severely impairs cognitive abilities, adaptive skills, and life functioning;  2)  May have associated severe behavior problems;  3)  Has the high probability of additional physical or sensory disabilities; and4)    Requires significantly more educational resources than are provided for the children with mild and moderate disabilities in special education programs. Standards of Learning Assessment Answer Document Code 2

SLD  Specific learning disability—A disorder in one or more of the basic psychological processes involved in understanding or in using language whether spoken or written, which may manifest itself as an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations.  The term includes such conditions 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. Standards of Learning Assessment Answer Document Code 7

SLI  Speech or language impairment—A communication disorder such as stuttering, impaired articulation, and language or voice impairments that adversely affect a child’s educational performance. Standards of Learning Assessment Answer Document Code 9

TBI  Traumatic brain injury—An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, which adversely affects an individual’s educational performance.  The term applies to open or closed head injuries resulting in impairments in one or more areas including 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 brain injuries induced by birth trauma. Standards of Learning Assessment Answer Document Code 14

VI  Visual impairment—A visual impairment that, even with correction, adversely affects an individual’s educational performance.  The term includes both partial sight and blindness. Standards of Learning Assessment Answer Document Code 5

504  Qualified individual with disabilities under Section 504 of the Rehabilitation Act—The qualified individual is a handicapped person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment.  The qualified individual is a person with a disability who meets one of the following conditions:  is of an age during which it is mandatory, under state law, to provide such services to persons with disabilities; is of  an age during which persons without disabilities are provided such services; OR a person for whom a state is required to provide a free appropriate public education under the Individuals with Disabilities Education Act (IDEA). Standards of Learning Assessment Answer Document Code 15