Abstract
The Individuals with Disabilities Education Act allows states some autonomy in altering the disability category terminology and definitions, given that the changes do not exclude students eligible under the federal language. Several states have used this flexibility for the emotional disturbance category historically. This study provides a contemporary analysis of the interstate variation in the emotional disturbance category through a comprehensive evaluation of state department education policy documents for differences in terminology, definition, and disability-specific evaluation procedures and guidance. The work is contextualized by previous reviews of similar but different purposes relevant to the time periods in which they occurred. Data from the current study show continued convergence toward the language in the federal definition. Results present notable differences related to cultural considerations, the social maladjustment exclusionary clause, and the provision of mental health services. Implications for research and policy are discussed.
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