What is the most common disability served under IDEA today?

The most common disability category under IDEA is Specific Learning Disabilities, accounting for about 32% of students receiving special education services.

Which other disability categories are most prevalent?

Following learning disabilities, the next most common categories are Speech or Language Impairments (19%), Other Health Impairments (15%), and Autism (12–13%).

What counts as “Other Health Impairments”?

Other Health Impairments include conditions like ADHD, diabetes, epilepsy, asthma, and other chronic health issues that affect a child's alertness or educational performance.

How many students receive special education services?

About 7.5 million students, nearly 15% of all public-school children ages 3–21, received services under IDEA in the 2022–23 school year.

What are the 13 recognized disability categories under IDEA?

IDEA defines 13 categories: autism, deaf‑blindness, deafness, developmental delay, emotional and behavioral disorders, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment.

What Is the Most Common Category of Special Education Today?

Jul 6

Written By Norah Schumann

Based on our analysis, many parents and educators frequently ask what is the most common category of special education. According to several studies, including data from the 2020–21 school year (Understood), Specific Learning Disability (SLD) stands out as the most common special education category. SLD encompasses challenges in understanding or using spoken and written language, and these challenges can affect reading, writing, and mathematical calculations. Nevertheless, there are other important categories of special education to explore as well. Understanding each category, along with the practical implications, can help parents and schools develop effective strategies to support students with varying needs.

Identify the Most Common Category

Specific Learning Disability (SLD) accounts for roughly 32–35 percent of students who receive special education services (Understood, Pew Research). This category refers to disorders in key psychological processes, often impacting a student’s ability to read, write, or perform math-related tasks. Our expertise indicates that SLD covers a broad spectrum of conditions, such as dyslexia, dysgraphia, and dyscalculia. While each student’s experience varies, many share the need for instructional approaches that accommodate their unique learning profiles.

Defining Specific Learning Disability

Includes conditions such as perceptual disabilities, dyslexia, dysgraphia, and developmental aphasia.
Excludes difficulties stemming from visual or hearing impairments, intellectual disability, or economic disadvantage.
Typically diagnosed through formal evaluations that assess a child’s aptitude, achievement levels, and learning patterns.

By identifying SLD early, educators and parents can collaborate on specialized learning plans to address individual strengths and weaknesses. For parents seeking more information on the classification of disabilities, what classifies a child as special needs? special needs classification offers additional background.

Examine Additional Frequent Categories

While SLD is the most common special education category, several other categories also affect a significant portion of students. Recognizing these helps create a holistic view of the broad range of needs.

Speech Or Language Impairment

Speech or language impairment is often the second most common category, with around 19 percent of students in special education exhibiting communication disorders such as stuttering, articulation challenges, or language impairment (Pew Research). These impairments can affect verbal expression and comprehension, thus requiring tailored speech therapy or language interventions.

Other Health Impairments

Other Health Impairments (OHI) account for more than 10 percent of the total population of students with disabilities. This classification covers a diverse range of health conditions, such as asthma, epilepsy, diabetes, and attention deficit hyperactivity disorder (ADHD). When managed effectively, OHI accommodations can help students access the general curriculum without being hindered by symptoms like fatigue or limited alertness.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) represents one of the fastest-growing classifications in special education. It involves difficulties with social interaction, communication, and sometimes repetitive behaviors. Over time, ASD identification has increased, and schools strive to provide therapies targeting social skills, behavior supports, and communication strategies, aiming to foster independence and growth.

Understand Practical Implications

Accommodating diverse educational needs requires thoughtful planning, collaboration, and ongoing assessment. Special education services must be provided in the least restrictive environment, allowing students to learn alongside their peers whenever possible.

Specialized Instruction

Under the Individuals with Disabilities Education Act (IDEA), qualified students receive instruction tailored to their needs, at no cost to parents. Specially designed instruction may involve:

Adjustments in content delivery and classroom environment.
Use of assistive technology (e.g., text-to-speech tools or communication devices).
Structured interventions targeting specific deficits in reading, math, or language.

For further details on whether a child qualifies for disability or requires an Individualized Education Program (IEP), does a child with an iep qualify for disability? iep and disability clarifies eligibility considerations.

Collaboration And Family Support

Families, educators, school counselors, and related service providers play vital roles in shaping educational programs. Collaboration ensures that goals and interventions reflect each child’s unique strengths and challenges. We recommend consistent communication between home and school to monitor progress, review support plans, and make necessary adjustments. Our expertise indicates that ongoing professional development for teachers further bolsters effective accommodations within the classroom.

Conclusion And Next Steps

Most children who qualify under special education guidelines do so for Specific Learning Disability, making it the most common category by a substantial margin. Nevertheless, speech or language impairment, other health impairments, and autism spectrum disorder are frequently encountered as well. Each of these conditions benefits from careful assessments, data-driven interventions, and a strong collaboration among families and school teams.

Based on our analysis, we recommend that families remain proactive in seeking evaluations, advocating for the proper supports, and coordinating with educational professionals to tailor a plan suited to each child’s needs. Furthermore, we suggest that teachers draw upon proven instructional methods designed for students with SLD as well as other disabilities. By remaining open to continuous improvement and leveraging specialized services, schools and parents can ensure that every student’s unique needs are met with effectiveness, empathy, and respect.

Norah Schumann