Low Incidence Disabilities

Definition of low incidence disability

Low incidence disabilities are disabilities that have a very low occurrence rate among the student population. They are defined by the IDEA as visual or hearing impairments, or both; significant cognitive impairment; or any severe orthopedic impairment. Some sources also include deaf-blindness, multiple disabilities, and traumatic brain injury as low incidence disabilities.

Definition of Inclusion

Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. Inclusive education means education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities. It means real learning opportunities for groups who have traditionally been excluded, not only children with disabilities, but speakers of minority languages too. Inclusion means the joint education of all children, regardless of their physical, behavioral or learning disabilities. 

Practices for including learners with low incidence disabilities in the classroom.

• Creating more time for collaboration among teachers and education specialists.
• Focusing on family engagement.
• Advocating for dual certifications in general education and special education.
• Prioritizing professional development opportunities for teachers and principals.
• Arranging the classroom furnishings so all children can move and maneuver around the room and learning centers by themselves. 
• Making sure materials are within reach.
• Establishing routines with a predictable beginning, middle, and end.   

How do you teach learners with low incidence disabilities?

Teaching learners with low incidence disabilities can be challenging. Students with low incidence disabilities may have one or more of the following traits: limited speech or communication, mobility problems, failure to relate or attend to others (e.g., social challenges), social skills deficits, tendency to forget previously learned skills, difficultly generalizing across situations and settings, and difficulty with major life activities such as self-care.

What do you teach learners with low incidence disabilities?

Teaching learners with low incidence disabilities requires a lot of patience and understanding. Teachers need to create more time for collaboration among teachers and education specialists, focus on family engagement, advocate for dual certifications in general education and special education, prioritize professional development opportunities for teachers and principals, arrange the classroom furnishings so all children can move and maneuver around the room and learning centers by themselves, make sure materials are within reach, establish routines with a predictable beginning, middle, and end.

How do you support learners with low incidence disabilities?

Creating more time for collaboration among teachers and education specialists, focusing on family engagement, advocating for dual certifications in general education and special education, and prioritizing professional development opportunities for teachers and principals.