Special Education Criteria Linda Thews Julie Toshner
AUTISM Significant delays or differences in both: Social Participation Communication In addition, exhibits impairments in at least one of the following: Developmental Rates and Sequences Cognition Sensory Processing Behavioral Repertoire
COGNITIVE DISABILITIES Criteria: Intellectual Adaptive Academic
Intellectual Initial standard score of 2 or more standard deviations below the mean (<70) Re-evaluation standard score between 1 and 2 standard deviations below the mean (<85) documented as having a cognitive disability in the past condition is expected to last indefinitely
Adaptive Deficits in 2 or more areas of adaptive behavior as demonstrated by a standard score of 2 or more standard deviations below the mean (<70) Communication (3-21) Self-care (3-21) Home living skills (3-21) Social skills (6-21) Appropriate use of resources in the community (6-21) Self-direction (6-21) Health and safety (6-21) Applying academic skills in life (6-21) Leisure (6-21) Work (14-21)
Academic Functioning Age 3-5 Standard deviation of 2 or more standard deviations below the mean in at least 2 of the following: Academic readiness Comprehension of language or communication Motor skills
Academic Functioning Age 6-21 Standard deviation of 2 or more standard deviations (<70) below the mean in the following areas: Academic Knowledge: Science, Social Studies, Humanities And at least 2 of the following: Written language Reading Mathematics
Emotional Behavioral Disability -EBD-
EBD Definition Definition includes 3 key concepts: Social, emotional or behavioral functioning So departs from generally accepted Adversely affects 1 or more: academics, social relationships, personal adjustment, classroom adjustment, self-care, vocational skills.
The 3 Criteria The student must meet all of the following: Severe, chronic and frequent Occurs in school & at least 1 other setting Displays any of the 8 characteristics
8 Characteristics Interpersonal relationships... Inappropriate responses... Pervasive moods... Physical symptoms... Inability to learn... Extreme withdrawal... Extreme aggressiveness... Others that are so different...
Cannot include or exclude a student SOLELY on the basis of: Another disability Social maladjustment Adjudged delinquent Dropout Chemically Dependent Cultural deprivation, familial instability, suspected child abuse, socioeconomics Medical or psychiatric diagnoses
Specific Learning Disabilities -SLD-
What is a Specific Learning Disability The term specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Triangulation is the Key Classroom Achievement Significant Discrepancy Information Processing
SLD Criteria Areas of Achievement Delay & Discrepancy oral expression listening comprehension written expression basic reading skill reading fluency reading comprehension mathematics calculation mathematics reasoning
Classroom Achievement The child s ability to meet the instructional demands of the classroom and achieve commensurate with age and ability peers in one or more of the achievement areas listed is severely delayed
Significant Discrepancy There is a significant discrepancy between intellectual ability and academic achievement in one or more areas
Information Processing Deficit The team will document an information processing deficit linked to the achievement delay and significant discrepancy
Information Processing Deficit An information processing deficit means a pattern of severe problems with storage, organization, acquisition, retrieval, expression, or manipulation of information
Exclusions The team may not identify an individual as having SLD if the team determines that the significant discrepancy between ability and achievement is primarily due to: other impairments specified in federal and state law Insufficient instruction in reading or mathematics limited English proficiency environmental, cultural, or economic disadvantage
SLD Criteria- Eligibility Sec. 614 (b)(6) New Provision: In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, researchbased intervention as a part of the evaluation procedures
Core Concepts of RtI 2002 National Research Center on Learning Disabilities General ed instruction is research-based Students assessed in the curriculum Universal screening conducted by school staff Continuous progress monitoring Monitoring pinpoints difficulties Use of specific, research-based interventions Progress monitoring data determines the effectiveness of interventions Multiple tiers of interventions
A Tiered Level of Support Might Look Like: Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive
Other Health Impaired (OHI) Has a chronic or acute health problem Results in limited strength, vitality or alertness Adversely affects a child s educational performance
Orthopedic Impairment (OI) Severe orthopedic impairment i.e. muscular/skeletal Adversely affects a child s educational performance
Traumatic Brain Injury (TBI) An acquired injury to the brain caused by an external physical force Functional disability and/or psychosocial impairment Adversely affects a child s educational performance
Speech & Language Speech or Language Impairment means: An impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. PI 11.36(5)(a)
Hearing Impairment (HI) significantly adversely affects a child s educational performance including academic performance, speech perception and production, or language and communication skills. A current evaluation by a licensed audiologist shall be one of the components for an initial evaluation of a child with a suspected hearing impairment.
125 250 500 1000 2000 4000 8000 HEARING LEVEL (db HL) 0 10 20 30 40 50 60 70 80 90 100 110 120 O O O O O X X X X X FREQUENCY IN CYCLES PER SECOND (HZ)
Visual Impairment (VI) Documentation from ophthalmologist or optometrist Functional Vision Assessment Impaired visual functioning adversely affects educational performance Orientation & Mobility Assessment
Significant Developmental Delay (SDD) An EARLY CHILDHOOD Label Early Childhood in Wisconsin: up to 6 years old.
Significant Developmental Delay 1.5 standard deviation below the mean on a standardized instrument in at least 2 areas including: Physical (fine or gross motor) Cognitive Communication Emotional Adaptive
Other necessary Components Hearing Screening Vision Screening Observation in the child s daily environment Developmental Health History
Is there a Need for Special Education? Consideration for all Disabilities
Need For Special Education PI 11.35(3) Disability means impairment and need for special education Not automatic A child may meet criteria for an impairment, but if there is no need for special education, the child does not meet criteria for being considered a child with a disability.
Need For Special Education Why does the child, because of the needs resulting from the impairment require special education?
Need For Special Education The IEP Team must address the following: Needs that cannot be met in regular education as structured
Need For Special Education Modifications, if any, in regular education that allow the student access to the general education curriculum and to meet the educational standards that apply to all students such as: Adaptation of content Adaptation of methodology Adaptation of delivery of instruction
Need For Special Education Additions or modifications, if any, not provided in the general curriculum Replacement content Expanded core curriculum Other supports
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