AUTISM

BLINDNESS

IDEA
Developmental disability
significantly affecting verbal and
nonverbal communication and
social interaction, generally
evident before age three, which
adversely affects a childs
educational performance. Other
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.

Concomitant [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.

UN CONVENTION
The United Nations family has
promoted the rights and well-being
of the disabled, including children
with developmental disabilities.
The Convention on the Rights of
Persons with Disabilities entered
into force in May 2008. Its purpose
is to promote, protect and ensure
the full and equal enjoyment of all
human rights and fundamental
freedoms by all persons with
disabilities, and to promote respect
for their inherent dignity. (Source:
Text of the Convention, article 1) It
is a solid tool to foster an inclusive
and caring society for all and to
ensure that all children and adults
with autism can lead full and
meaningful lives.
People who are blind or visually
impaired need access to the same
technology as others: to
use mobile phones or computers
and access websites on the
internet, the use of automated
bank machines and direct payment
machines in stores, or the ability to
read the screens in airports, bus
terminals, or government kiosks in
order to access important
information, as well as the ability
to vote with a secret ballot (like
others) and have their vote be
counted and still be private. All of
this should be provided without
incurring extra financial expenses
to be able to access society in the
same manner as others.

WORLD HEALTH ORGANIZATION

Autism spectrum disorder (ASD)
and autism are both general terms
for a group of complex disorders of
brain development. These
disorders are characterized, in
varying degrees, by difficulties in
social interaction, verbal and
nonverbal communication and
repetitive behaviors.

The World Health Organization

(WHO) uses the term
deafblindness to refer to people
with visual and hearing disabilities.
The term encompasses not only
people who are completely deaf
and blind, but also those with
various gradations of visual and
hearing disabilities (i.e. deafness
combined with partial sightedness,
blindness combined with partial
hearing loss, and partial
sightedness combined with partial
hearing loss)

DEPED
characterized by varying degrees
of impairment in communication
skills and social interactions and in
restrictive. repetitive patterns of
behavior.

Visual Impairment - an impairment

that even with correction,
adversely affects a childs
educational performance. This
includes both partial sight and
blindness

DEAFNESS

EMOTIONAL DISTURBANCE

HEARING IMPAIRMENT

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.

To undertake or promote research and

development of, and to promote the
availability
and
use
of
new
technologies, including information
and communications technologies,
mobility aids, devices and assistive
technologies, suitable for persons with
disabilities,
giving
priority
to
technologies at an affordable cost. To
provide accessible information to
persons with disabilities about mobility
aids,
devices
and
assistive
technologies,
including
new
technologies, as well as other forms of
assistance, support services and
facilities

IDEA
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
childs
educational
performance:
(a) An inability to learn that cannot
be
explained
by
intellectual,
sensory, or health factors.
(b) An inability to build or maintain
satisfactory
interpersonal
relationships
with
peers
and
teachers.
(c) Inappropriate types of behavior
or
feelings
under
normal
circumstances.
(d) A general pervasive mood of
unhappiness or depression.
(e) A tendency to develop physical
symptoms or fears associated with
personal or school problems.

UN CONVENTION
NO FINDINGS

An impairment in hearing, whether

permanent or fluctuating, that

To undertake or promote research

and development of, and to

NO FINDINGS
If a person cannot hear at all, then
they have deafness.

WORLD HEALTH ORGANIZATION

A health condition characterized by
alterations in thinking, mood, or
behavior associated with distress
or interference with personal
functions. Also known as mental
illness, mental disorders, psychosocial disability.

Hearing impairment is the inability

DEPED
Emotional-Behavioral Disorder ~ 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 childs educational
performance: (i) an inability to
learn
that cannot be explained by
intellectual, sensory. or health
factors. (ii) an inability to build or
maintain satisfactory interpersonal
relationships with peers and
teachers. (iii) inappropriate types
of behavior or feelings under
normal
circumstances, (iv) a general
pervasive mood of unhappiness or
depression, (v) a tendency l0
develop physical symptoms or
fears associated with personal or
school factors
Hearing Impairment - an
impairment, whether permanent or

INTELLECTUAL DISABILITY

adversely
affects
a
childs
educational performance but is not
included under the definition of
deafness.

promote the availability and use of

new technologies, including
information and communications
technologies, mobility aids,
devices and assistive technologies,
suitable for persons with
disabilities, giving priority to
technologies at an affordable
cost. To provide accessible
information to persons with
disabilities about mobility aids,
devices and assistive technologies,
including new technologies, as well
as other forms of assistance,
support services and facilities.

IDEA
Significantly sub average general
intellectual functioning, existing
concurrently [at the same time]
with deficits in adaptive behavior
and
manifested
during
the
developmental
period,
that
adversely
affects
a
childs
educational performance.

UN CONVENTION
People with intellectual disabilities
are concerned that prenatal
screening and genetic testing are
being used to eliminate people
with disabilities. This worries us
because it sends a message that
our lives are not worth living.

to hear as well as someone with

normal hearing. Hearing impaired
people can be hard of hearing
(HOH) or deaf. If a person cannot
hear at all, then they have
deafness.

WORLD HEALTH ORGANIZATION

A condition of arrested or
incomplete development of the
mind, which is especially
characterized by impairment of
skills manifested during the
developmental period, skills which
contribute to the overall level of
intelligence, i.e. cognitive,
language, motor, and social
abilities. Retardation can occur
with or without any other mental
or physical condition.

fluctuating that adversely affects a

child's educational
performance such as deafness

DEPED
Intellecuml Disability - formerly
labeled as "mental retardation." it
is defined as significantly
subaverage general intellectual
functioning which originates during
the developmental period and
associated with impairment in
adoptive
behavior like maturation, learning
and social adjustment

MULTIPLE DISABILITY

Concomitant
[simultaneous]
impairments (such as intellectual
disability-blindness,
intellectual
disability-orthopedic impairment),
the combination of which causes
such severe educational needs
that
they
cannot
be
accommodated
in
special
education programs solely for one
of the impairments.

NO FINDINGS

NO FINDINGS

Multiple Disabilities ~ a
combination of disabilities that
causes severe educational needs
that require multiple special
education programs such as
mental retardation-blindness or
mental retardation-orthopedic
impairment

HEALTH IMPAIRMENT

The term includes impairments

caused by a congenital anomaly,
impairments caused by disease
(e.g.,
poliomyelitis,
bone
tuberculosis), and impairments
from other causes (e.g., cerebral
palsy, amputations, and fractures
or burns that cause contractures).
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 the
imperfect ability to listen, think,
speak, read, write, spell, or to do
mathematical calculations.
A communication disorder such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment that adversely affects
a childs educational performance.

NO FINDINGS

a complete state of physical,

mental and social well-being, and
not merely the absence of disease
or infirmity.

Orthopedic lPhysical
Handicap - any condition that
interferes with a child's ability to
use his or her body

NO FINDINGS

learning problems in reading,

writing and math are not diseases
but normal expressions of the wide
variety within human aptitudes.
We are not all born alike, but very
different from one another.

Learning Disability - a disorder in

perception, listening, thinking,
reading. writing. spelling, and
arithmetic although normal in
sensory. emotional and intellectual
abilities

NO FINDINGS

NO FINDINGS

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

NO FINDINGS

Speech/Language Disorder - a
communication disorder. such as
stuttering. impaired articulation. a
language impairment. or a \ oice
impaimtent. that ad\ erser affects a
child's educational performance
NO FINDINGS

SPECIFIC LEARNING DISABILITY

SPEECH IMPAIRMENT

TRAUMATIC BRAIN INJURY

Damage to the brain, which occurs

after birth and is not related to a
congenital or a degenerative
disease. These impairments may
be temporary or permanent and
cause partial or functional

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.

ADHD

NO FINDINGS

GIFTED AND TALENTED

NO FINDINGS

disability or psychosocial
maladjustment.
- World Health Organization
(Geneva 1996)

Carefully monitor the prescription

of psycho-stimulants to children
and take initiatives to provide
children diagnosed with ADHD and
ADD, as well as their parents and
teachers, with access to a wider
range of psychological, educational
and social measures and
treatments; and, consider
undertaking the collection and
analysis of data disaggregated
according to the type of substanceand age with a view to monitoring
the possible abuse of psychostimulant drugs by children
We aim to provide a broad,
balanced and rich curriculum that
encourages all children to pursue
and develop their individual
interests and abilities. The
development of our futures
curriculum means that children are
being exposed to learning
opportunities in areas they may
not have previously been exposed
to, and there is potential to identify
other areas of strength. For the
majority of pupils provision will be
made within normal curriculum
planning, differentiation and
personalised learning. Planning
needs to also address pace, depth

Disorders usually first diagnosed in

infancy, childhood or adolescence.
*Disorders such as ADHD and
epilepsy have also been referred to
as developmental disorders and
developmental disabilities.

NO FINDINGS

the World Health Organization

(WHO) defines it as a situation that
occurs when a person has an
intelligence coefficient (IQ) above
130 points. This should be checked
on a valid standardized IQ test.

NO FINDINGS

and breadth of the learning of the

able or gifted child. A variety of
teaching and learning approaches
are necessary to ensure that all
pupils have a clear opportunity to
demonstrate their strengths. All
classrooms will provide an
effective learning environment for
all children.

CEREBRAL PALSY

CHRONIC ILLNESS/SPECIAL HEALTH

PROBLEMS

IDEA
NO FINDINGS

UN CONVENTION
NO FINDINGS

WORLD HEALTH ORGANIZATION

NO FINDINGS

Having limited strength, vitality, or

alertness, including a heightened
alertness to environmental stimuli,
that results in limited alertness
with respect to the educational
environment. Ex: 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.

NO FINDINGS

NO FINDINGS

DEPED
Cerebral Palsy - is caused by
damage to developing brain either
before or during birth. or
in the first few years of life. The
impairment depends on where
in the brain the damage occurs
Special Health Problem/Chronic
Illness - chronic or acute health
problems such as asthmav
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; that adversely affect a
child's educational performance

AUTISM

BLINDNESS

DSM IV
NO FINDINGS

Vision impairment is defined as a

measured visual acuity of 20/70
or worse in the better eye, even
after vision is corrected to the
extent possible, such as with
glasses. The vision results must
come from the most recent eye
exam or vision evaluation by
a qualified professional. In the
absence of a measured visual
acuity, a child is considered a

DSM V

tend to have communication

deficits such as responding
inappropriately in conversations
misreading nonverbal
interactions or having difficulty
building friendships appropriate
to their age. They may be overly
dependent on routines, highly
sensitive to changes in their
environment or intensely focused
on inappropriate items.
NO FINDINGS

OTHER RESOURCES
NO FINDINGS

A developmental disability
significantly affecting verbal
and nonverbal
communication and social
interaction. The term shall
have the meaning given it in
federal law at 34 CFR 300.7.

means an impairment in vision

that, even with correction,
adversely affects a childs
educational performance. The
term includes both partial sight
and blindness.

Vision - The capacity to see,

after correction, is limited,
impaired, or absent and results
in one or more of the following:
reduced performance in visual
acuity tasks; difficulty with
written communication; and/or
difficulty with understanding
information presented visually in
the education environment. The
term includes students who are

case if an education or school

record includes (a) a functional
description, by a qualified
professional, of visual acuity of
20/70 or worse (e.g., light
perception only) or (b) a
statement by a qualified
professional that the child has low
vision or blindness.
DEAFNESS

EMOTIONAL DISTURBANCE

Hearing loss is defined as an unaided,

measured, bilateral, pure-tone hearing
loss at frequencies of 500, 1000, and 2000
hertz averaging 40 decibels (dB) or more
in the better ear on the most recent
audiological evaluation conducted by
a qualified professional. In the absence of
a measured, bilateral hearing loss,
children meet the case definition if their
health or education records include a
description of a hearing loss of 40 dB or
more in the better ear (e.g., profound
sensorineural hearing loss) by a qualified
professional. Severity is defined on the
basis of the following Hearing loss levels
(measured in the better ear): moderate (a
hearing loss of 40-69 dB), severe (a
hearing loss of 70-89 dB), and profound (a
hearing loss of 90 dB).

DSM IV
NO FINDINGS

blind and students with limited

vision.

NO FINDINGS

DSM V

1. Minimal social and emotional

responsiveness to others.
2. Limited positive affect.

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

Hearing - The capacity to hear,

with amplification, is limited,
impaired, or absent and results
in one or more of the following:
reduced performance in hearing
acuity tasks; difficulty with oral
communication; and/or difficulty
in understanding auditorallypresented information in the
education environment. The
term includes students who are
deaf and students who are hardof -hearing.

OTHER RESOURCES
NO FINDINGS
As defined under federal law at 34
CFR 300.7, the student exhibits
one or more of the following
characteristics over a long period
of time and to a marked degree
that adversely affects educational
performance: an inability to learn
that cannot be explained by
intellectual, sensory, or health

factors; an inability to build or

maintain satisfactory interpersonal
relationships with peers and
teachers; inappropriate types of
behavior or feelings under normal
circumstances; a general
pervasive mood of unhappiness or
depression; or a tendency to
develop physical symptoms or
fears associated with personal or
school problems. The
determination of disability shall
not be made solely because the
student's behavior violates the
school's discipline code, because
the student is involved with a
state court or social service
agency, or because the student is
socially maladjusted, unless the
Team determines that the student
has a serious emotional
disturbance.

HEARING IMPAIRMENT

NO FINDINGS

3. Episodes of unexplained
irritability, sadness, or
fearfulness that are evident
even
during nonthreatening
interactions with adult
caregivers.

means an impairment in
hearing, whether permanent or
fluctuating, that adversely
affects a childs educational
performance but is not
included under the definition of
deafness.

Hearing - The capacity to hear, with

amplification, is limited, impaired, or
absent and results in one or more of
the following: reduced performance in
hearing acuity tasks; difficulty with
oral communication; and/or difficulty in
understanding auditorally-presented
information in the education
environment. The term includes
students who are deaf and students
who are hard-of -hearing.

INTELLECTUAL DISABILITY

DSM IV
Intellectual disability is defined as
a
condition
marked
by
an
intelligence quotient (IQ) of 70 on
the most recently administered
psychometric test. In the absence
of an IQ score, a written statement
by a psychometrist that, in the
context of testing, a childs
intellectual functioning falls within
the intellectual disability range is
acceptable.
The
severity
of
intellectual disability is defined
according
to
the
following
International
Classification
of
Disease, Ninth Edition, Clinical
Modification (ICD-9-CM) categories:
mild (an IQ of 50-70), moderate
(an IQ of 35-49), severe (an IQ of
20-34), and profound (an IQ of
<20).

DSM V

is characterized by deficits in
general mental disabilities such
as reasoning problem solving
planning abstract thinking
judgment academic learning
and learning from experiences.
The deficits result in
impairment of adaptive
functioning, such that the
individual fails to meet standard
of personal independence and
social responsibility in one or
more aspects of daily life
including communication social
participation academic or
occupational functioning or
personal independence at home
or in community settings.

OTHER RESOURCES
means significantly sub-average
general intellectual functioning,
existing concurrently [at the same
time] with deficits in adaptive
behavior and manifested during
the developmental period, that
adversely affects a childs
educational performance.

The permanent capacity for

performing cognitive tasks,
functions, or problem solving is
significantly limited or impaired
and is exhibited by more than one
of the following: a slower rate of
learning; disorganized patterns of
learning; difficulty with adaptive
behavior; and/or difficulty
understanding abstract concepts.
Such term shall include students
with mental retardation.

A psychometrist is defined as a
medical, clinical or educational
professional who administers and
scores
psychological
and
neuropsychological measures.
It is currently preferable to use the
term
"intellectual
disability"
instead of "mental retardation."
MULTIPLE DISABILITY

NO FINDINGS

NO FINDINGS

means concomitant [simultaneous]

impairments (such as mental
retardation-blindness, mental
retardation-orthopedic impairment,
etc.), the combination of which
causes such severe educational
needs that they cannot be

NO FINDINGS

accommodated in a special
education program solely for one
of the impairments. The term does
not include deaf-blindness.
HEALTH IMPAIRMENT

SPECIFIC LEARNING DISABILITY

NO FINDINGS

NO FINDINGS

NO FINDINGS

Academic achievement than

expected for intellectual level

means a severe orthopedic

impairment that adversely affects
a childs educational performance.
The term includes impairments
caused by a 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).

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,

A chronic or acute health problem

such that the physiological
capacity to function is significantly
limited or impaired and results in
one or more of the following:
limited strength, vitality or
alertness including a heightened
alertness to environmental stimuli
resulting in limited alertness with
respect to the educational
environment. The term shall
include health impairments due to
asthma, attention deficit disorder
or attention deficit with
hyperactivity disorder, diabetes,
epilepsy, a heart condition,
hemophilia, lead poisoning,
leukemia, nephritis, rheumatic
fever, and sickle cell anemia, if
such health impairment adversely
affects a student's educational
performance.

Federal Definition:
Specific learning disability is
defined as follows:
(i) General. The term means
a disorder in one or more of
the basic psychological
processes involved in
understanding or in using
language, spoken or

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.

written, that may manifest

itself in an imperfect ability
to listen, think, speak, read,
write, spell, or to do
mathematical calculations,
including conditions such as
perceptual disabilities, brain
injury, minimal brain
dysfunction, dyslexia, and
developmental aphasia.
(ii) Disorders not included.
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 IMPAIRMENT

DSM IV
NO FINDINGS

DSM V

a new condition of persistent

difficulties in the social uses of
verbal and non verbal
communication. It is important
to note that social
communication disorder cannot
be diagnosed in the presence of
restricted repetitive behaviors,
interests and activities.

OTHER RESOURCES (NDCCD)

means a communication disorder
such as stuttering, impaired
articulation, a language
impairment, or a voice impairment
that adversely affects a childs
educational performance.

OTHER RESOURCES (GSEDS)

The capacity to use expressive
and/or receptive language is
significantly limited, impaired, or
delayed and is exhibited by
difficulties in one or more of the
following areas: speech, such as
articulation and/or voice;
conveying, understanding, or using
spoken, written, or symbolic
language. The term may include a
student with impaired articulation,
stuttering, language impairment,
or voice impairment if such
impairment adversely affects the

NO FINDINGS
TRAUMATIC BRAIN INJURY

ADHD
GIFTED AND TALENTED
CEREBRAL PALSY
CHRONIC ILLNESS/SPECIAL HEALTH
PROBLEMS

NO
NO
NO
NO

FINDINGS
FINDINGS
FINDINGS
FINDINGS

The disorder is not better

explained
by
the
direct
physiological effects associated
with
postnatal use of a substance
(e.g., a medication, alcohol or
other drugs), a general
medical
condition
(e.g.,
traumatic brain injury, delirium,
dementia),
another
known
teratogen
(e.g.,
fetal
hydantoin
syndrome), a genetic condition
(e.g., Williams syndrome,
Down syndrome, Cornelia de
Lange syndrome), or
environmental neglect.

NO
NO
NO
NO

FINDINGS
FINDINGS
FINDINGS
FINDINGS

student's educational performance.

NO FINDINGS

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; problemsolving; sensory, perceptual,
and motor abilities;
psychosocial behavior; physical
functions; information
processing; and speech. The
term does not include brain
injuries that are congenital or
degenerative, or brain injuries
induced by birth trauma.
NO FINDINGS
NO FINDINGS
NO FINDINGS

means having limited strength,

vitality, or alertness, including a
heightened alertness to
environmental stimuli, that
results in limited alertness with
respect to the educational
environment, that

NO FINDINGS
NO FINDINGS
NO FINDINGS
A chronic or acute health problem such
that the physiological capacity to
function is significantly limited or
impaired and results in one or more of
the following: limited strength, vitality
or alertness including a heightened
alertness to environmental stimuli
resulting in limited alertness with

(a) 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, and sickle cell
anemia; and
(b) adversely affects a childs
educational performance.

respect to the educational

environment. The term shall include
health impairments due to asthma,
attention deficit disorder or attention
deficit with hyperactivity disorder,
diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, and sickle
cell anemia, if such health impairment
adversely affects a student's
educational performance.

CONTRIBUTORS:

WORLD HEALTH ORGANIZATION:

DSM IV:

ANGUD, GLENDALYN

NIOG, BEATRIZ

RAVAGO, ANA MARIE

TACTAC, DAISY

TUMACAS, MARY JANE

TACTACAN, MICHELLE

UNITED NATIONS CONVENTION:

DSM V:

CALAMAY, EUNICE

DAGOHOY, SHEINA

FERNANDEZ, FAYE

DIAZ, MARME

REBOREDO, DANA

TUAZON, ABIGAIL

IDEA:

OTHER RESOURCES:

BACANI, HANNAH

MAGPUSAO, ANA

EGOT, JEAN ROSE

CABANBAN, GLEN

HERNANDEZ, KARIZA

MANZANAS, INNA

DEPED:
DE GUZMAN, FATIMA
VICENTE, VIVIEN

RESOURCES:
IDEA:
http://www.parentcenterhub.org/repository/categories/

UNITED NATIONS CONVENTION:

http://www.st-johns.bournemouth.sch.uk/wp-content/uploads/2014/07/Gifted-and-Talented-review-March-2015.pdf

WORLD HEALTH ORGANIZATION:

http://apps.who.int/classifications/apps/icd/icd10online2004/gf70.htm

DEPED:
http://www.deped.gov.ph/sites/default/files/order/2014/DO_s2014_036.pdf

DSM IV:
http://www.cdc.gov/ncbddd/developmentaldisabilities/casedefinitions.html

DSM V:
https://books.google.com.ph/books?id=3JuvBAAAQBAJ&pg=PA172&lpg=PA172&dq=1.+Minimal+social+and+emotional+responsiveness+to+others.
+2.+Limited+positive+affect.&source=bl&ots=VQpBcOVYmY&sig=U6UrhLPNBc87umScBV7dOYGvLPI&hl=en&sa=X&ei=I9AHVZmcF87U8gW46YBg&ved=0CBwQ6AEwAA

OTHER RESOURCES:
http://www.doe.mass.edu/sped/definitions.html
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,