Which of the following is a characteristic of high-incidence disabilities?

• A. Very rare in schools
• B. Typically associated with severe cognitive delays
• C. Are the most common categories in special education
• D. Do not appear in general education settings

Answer: (C)

High-incidence disabilities are the categories you see most often in schools; they account for the largest share of students served in special education. Because these needs show up frequently, they’re the ones educators most commonly encounter and plan for, and they’re typically addressed with inclusive, targeted supports rather than intensive, separate services. Examples include learning disabilities and speech-language impairments, which involve processing or communication differences rather than severe cognitive impairment. This is why the statement that these disabilities are the most common categories in special education is the best choice.

The other ideas don’t fit because high-incidence disabilities are not rare in schools, they are not necessarily tied to severe cognitive delays (many students have average or higher cognitive abilities with specific processing gaps), and students with these disabilities often participate in general education settings with appropriate accommodations and supports rather than being excluded from general education.