Extant taxon

Biology

Social psychology

Cognition

Inclusion (mineral)

Psychiatry

Attention deficit hyperactivity disorder

Developmental psychology

Learning disability

Cognitive disabilities

Autism

Evolutionary biology

Physics

Psychology

Optics

Intellectual disability

Intervention (counseling)

Clinical psychology

Incidence (geometry)

Autism spectrum disorder

Journal of Disability Policy Studies

Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now being identified at higher rates and occupy an aggregate “other” category within high-incidence disabilities. Yet, little research has examined similarities between students identified in the traditional high-incidence group (emotional disorder, LD, MID) and students in the growing “other” category. This study was designed to examine similarities and differences between students with high-incidence disabilities broadly defined. Using an extant database, cognitive ability, academic performance, and behavioral performances were examined across disability categories. Findings indicate that, other than for students with E/BD on behavior, very few differences were evident. Policy implications are forwarded to facilitate discussion of inclusion and intervention practices for high-incidence disabilities broadly defined.

Characteristics of Students With High-Incidence Disabilities Broadly Defined