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Sensory Impairments and Specific Learning Disabilities

State Guidance, Blind/Visually Impaired, Deaf/Hard of Hearing, Child Find, Evaluation

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This 2-page TEA guidance document provides answers to questions from the field regarding considerations when evaluating students who are visually impaired, deaf or hard of hearing, or deafblind for a potential learning disability.

Related Resources

Features of Effective Instruction: What to Look for

MTSS

Braille - Parent Literacy Brochure for Students with Visual Impairments

Blind/Visually Impaired

Self and mutual regulation

Autism, Behavior

Presuming Competence when Communicating with Students with Disabilities

Significant Cognitive Disabilities, Assistive Technology

Critical Conversations: Importance of Safety

Autism, Transition

Administrator Companion Document to the Rubric of Effective Practices for Students with Complex Access Needs

Significant Cognitive Disabilities, ARD/IEP Supports, Instruction, Assistive Technology, Behavior, Inclusion

Sueños y Esperanzas

Autism

Sample Data Collection Tool for Students with Complex Access Needs

Significant Cognitive Disabilities, Instruction

Can only Board Certified Behavior Analysts (BCBAs) use Applied Behavior Analysis (ABA) Strategies?

Autism, Behavior

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