Today, students are divided into several categories, one of which is special education; students under this label are likely to model “atypical” behavior rather than “typical” behavior. Defining and distinguishing these behaviors is what creates the special education process; evaluate and visualize each student individually and take into consideration their strengths and weaknesses. Special education is a broad term used to describe many children on a spectrum. The general term "special" may be used to include children in the gifted program who test above that of their normal grade level, students with disabilities such as deafness or blindness, students with learning disabilities such as dyslexia and students with learning disabilities. from a wide range of mental disabilities, including but not limited to autism and Down syndrome. This article focuses specifically on the intellectually disabled side of special education, which is only one part of special education. People with intellectual disabilities have a wide range of limitations in areas such as recognition, abilities, and social adaptation skills. They are more prone than the rest of the population to chronic physical, mental and social conditions that require specific forms of health. and social services (Jin-Ding. 2006, p. 1). Students who have intellectual disabilities are typically identified through tests and measures of adaptive behavior. These tests indicate a person's ability to “perform functional activities expected based on age and cultural norms” (Smith, 2011, p. 5). Individuals in this classification have significant limitations, both in intellectual functioning and in adaptive behavior, expressed in conceptual, social and practical aspects...... middle of article...... children autistic. Journal of. Special Education and Rehabilitation, (3/4), 57-67.Colorado State Department of Education, D. r. (1997). Adapted physical education, . Occupational therapy and physiotherapy in public schools. Procedures. and Recommended Guidelines (revised 1997). Goodrich, Elizabeth. (2010). Change in time use by occupational therapy and physical therapy service providers in schools. (Order No. 3438264, University of Houston). ProQuest Dissertations and Theses, , 130. Retrieved from http://search.proquest.com/docview/837473649?accountid=14199. (837473649). Jin-Ding, L., Chia-Feng, Y., Ching-Hui, L., Chi-Wei, L., and Jia-Ling, W. (2006). Rehabilitation service utilization and determinants among people with intellectual disabilities: preliminary results in Taiwan. Disability and Rehabilitation,28(23), 1499-1506. do I:10.1080/09638280600648181