Specific descriptions of each eligibility criteria can be found in Section 303(a through j) of the California Education Code. Before any action is taken with respect to a student’s placement in special education, an assessment must be completed. An assessment is required in the following instances:
Autism - ”means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has emotional disturbance as defined below. A child who manifests the characteristics of autism after age three could be identified as having autism if criteria is met.
Deaf-Blindness - ”means [simultaneous] 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.”
Deafness (DEAF) - ”means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.”
Emotional Disturbance (ED) - ”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:
Established Medical Disability (EMD) - A disabling medical condition or congenital syndrome that the individualized education program (IEP) team determines has a high predictability of requiring special education and services. This eligibility caterogy is only applicable for children 3 through 4.
Hard of Hearing (HH) - Hard of Hearing means hearing, impairment, whether permanent or fluctuating, that adversely affects a child's educational performance, but that is not included under the definition of "deaf" in this section.
Intellectual Disability (ID) - "means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Multiple Disabilities (MD) - ”means concomitant [simultaneous] impairments (such as intellectual disabilities/mental retardation and blindness or intellectual disabilities/mental retardation and orthopedic impairment), the combination of which causes such severe educational needs that needs cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.”
Orthopedic Impairment (OI) - ”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).”
Other Health Impaired (OHI) - ”means having limited strength, vitality, or alertness, including 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, sickle cell anemia, and Tourette syndrome; and adversely affects a child’s educational performance.”
Specific Learning Disability (SLD) - "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. 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.”
Speech or Language Impairment (SLI) - ”means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.”
Traumatic Brain Injury (TBI) - ”means an acquired injury to the brain caused by an external physical force, resulting 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 resulting 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. TBI does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.”
Visual Impairment (Including Blindness) (VI) - ”means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”
Primary source: National Dissemination Center for Children with Disabilities