Commonly accepted interpretation contemplates moderate, severe, profound or multiple, and specific learning difficulties.

Moderate Learning Difficulties
This indicates children who have difficulties in all areas of learning, coupled with a very slow rate of progress. They attend mainstream schools unless they also have additional significant difficulties, otherwise they may be transferred to a special school.
Severe Learning Difficulties
This one covers children who predisposed to exhaustive delay in all areas of physical, intellectual and social development. Rate of their progress is less than half the rate of other children of the same age. Children with severe learning difficulties will have statements of special educational need. Still, it is possible for them to attend mainstream schools whenever they desire through the mediation of a certain support services. In case of additional needs presence, such pupils are most likely to be placed in a special school.
Profound and Multiple Learning Difficulties
These difficulties impute to children whose combination of physical, sensory and intellectual impairment is rather profound. Profound difficulties are usually designate soon after child’s birth. From an early age they’ll have special provisions and most probably they will go to a special school.
Specific Learning Difficulties
This category describes children who fail to make estimated progress in reading, writing, spelling or manipulating numbers, notwithstanding normal teaching experiences. Children with this sort of difficulties attend mainstream schools.

Hearing Impairments means worsening of hearing, whether constant or fluctuating, causing a detriment to a child’s educational routine but that is not come within the definition of deafness.
Children with hearing difficulties mainly attend their local mainstream school. The Education Service for the Hearing Impaired offers recommendations to the school. Pupils with a significant hearing loss could have a statement of special educational needs at their disposal. Those with the most severe hearing difficulties may be placed in a special institution for hearing-impaired children.
Oral/aural and signing methods of teaching are both obtain in compliance with the needs of particular pupils.
Deafness means a hearing impairment when the child is severely impaired in processing linguistic information through an ear, with or without intensification, causing a loss to child’s study.
Deaf-Blindness means simultaneous hearing and visual impairments, the mixture of which results in major communicational and other developmental and educational requirements that can’t be adjusted to special education programs only for children with deafness or children with blindness.

Visual Impairment means impairment of sight that, even with correction, adversely affects a child’s educational performance. The term implies both partial eyesight and amaurosis.
In most cases children who have eyesight troubles attend their lessons in a local mainstream school. Nevertheless a teacher from the Education Service for the Visually Impaired is always on call to offer his or her help and advice. Those children who use Braille or need access to special teaching materials and equipment may be also accommodated in mainstream schools.