First explain the differences between low incidence disabilities (LID) and high incidence disabilities (HID). Then discuss three specific transition services for LID or HID in 2015 and why they are viable for this population. Next, explain 2 specific local/state and/or federal regulations that are in place to support this population of students with disabilities? Be specific! The Americans with Disabilities Act of 2004 (IDEA) has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be divided into two more distinct groups: high-incidence disabilities, or HID, and low-incidence disabilities, or LID. IDEA defines low-incidence disabilities as students with significant visual, hearing, or cognitive impairments (Outcome Data, 2006). These students need highly trained personnel in specialized skills and knowledge to provide early intervention and education. People with LID represent less than 1 percent of the school population (Outcome Data, 2006). Students who fall into this category are typically taught outside of the general education classroom for part of the school day. Students with high-incidence disabilities or HID are most common in schools. The high-incidence disability group includes students with mild emotional, behavioral, or intellectual disabilities as well as those with autism, speech or language disorders, and attention deficit disorder (Gage et al. , 2012). Students with HID are typically taught in the general education classroom. There are either co-teachers or a resource teacher who takes students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...... middle of article ..... .here are specific procedures that must be followed in writing and developing the student's IEP. This law or regulation provides that the student is educated to meet his or her needs and that he or she is able to. 'acquire the skills necessary to function in a post-school setting (ADA, n.d.). Students with disabilities can benefit from a smooth transition from school to post-school activities. government guarantees that students will receive the education, social skills and community support necessary for a smooth and successful transition. disabled. Parents, teachers, resource teachers, external agencies and community partners are all involved in helping the student transition to the post-school world..