Areas Served

  • Special Education Services Overview

    Areas Served

    \\boe-fs1\public\_Special Education\SpEd Forms\A Table of Contents

    Autism

     

     

     

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Autism.aspx

    • Comprehensive evaluation required to include the following:
    • Formal assessment of IQ
    • Adaptive behavior
    • Educational evaluation
    • Communication (verbal/nonverbal, prosody, and pragmatics)
    • Behavioral, including social interactions
    • Developmental history
    • Five characteristics of Autism:
    • Differences in developmental rates and sequences
    • Difficulty interacting with people and participating in events
    • Deficits in communication
    • Over- or under-react to sensory stimuli
    • Restricted or unusual repertoire of activities and interests

     

    Deaf/blind

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Deaf-Blind.aspx

     

    • Concomitant Hearing and Visual impairment that causes severe communication and educational needs that cannot be accommodated in programs solely for children with deafness or blindness
    • Current optometric or ophthalmological examination and audiological evaluations required
    • Written Audiological evaluation should include dates, results of evaluation, and recommendations for classroom environmental modifications

    Deaf/Hard of Hearing (formerly Hearing Impaired)

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Deaf-and-Hard-of-Hearing.aspx

     

    • Absence of measurable hearing such that
    • primary sensory input for communication is other than auditory OR
    • the ability to communicate is adversely affected, even though the child usually relies on listening for communication
    • Requires the following reports or evaluations for initial placements:
    • Audiological
    • Otological
    • Comprehensive evaluation
    • Academic/achievement levels
    • Receptive/expressive language abilities
    • Social and emotional adjustment
    • Classroom observational data
    • Psychological evaluation
    • Unilateral hearing loss may be considered if academic or communicative deficits secondary to loss are documented
    • Hearing loss may be permanent or fluctuating

     

    Emotional Behavioral Disorder

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Emotional-and-Behavioral-Disorder.aspx

     

    Exhibits one or more of the following characteristics of sufficient duration, frequency, and intensity that interferes significantly with educational performance to the degree special education is necessary:

     

    • Inability to build or maintain satisfactory interpersonal relationships
    • Inability to learn that is not explained by intellectual, sensory, or health factors
    • Consistent or chronic inappropriate behavior or feelings under normal circumstances
    • Displayed pervasive mood of unhappiness or depression
    • Displayed tendency to develop physical symptoms, pains, or unreasonable fears associated with personal or school problems
    • Required Documentation:
    • Comprehensive prior extension of services including counseling, modifications of the regular program, or alternative placement
    • Data-based progress monitoring of the results of the interventions
    • Psychological and educational evaluations
    • Report of behavioral observations over a significant period of time
    • Social history, including interventions offered outside the school
    • Written analysis of the duration, frequency, and intensity of one or more of the five characteristics of EBD

    Possible exclusions: (in addition to those listed on page 1)-----Visual, hearing, or motor disabilities, Intellectual disabilities

    Social Maladjustment
    Does not automatically make a child eligible.  Classroom behavior problems and social problems do not indicate automatic eligibility for placement.

     

    Intellectual Disability (Mild)

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Intellectual-Disabilities.aspx

     

    Intellectual functioning based on multiple sources of information documenting IQ scores between approximately 55 and 70 (use range of scores +/- one standard error of measurement for interpretation)

     

    • Consider impact of communication, motor, and/or sensory deficits
    • Significant limitations in child’s effectiveness in meeting standards of maturation, learning, personal, independence, or social responsibility
    • Adaptive behavior
    • two measures required, one must be formal (i.e., standardized instrument such as the ABAS-II or Vineland-II)
    • formal measure from someone at the school and informal assessment from someone outside the school, such as a parent
    • a composite score that is two standard deviations below the mean OR a score that is at least two standard deviations below the mean in one of three areas:
      • conceptual,
      • social, or
      • practical OR
    • Deficits in intellectual functioning and adaptive behavior existed prior to age 18
    • Classroom observation demonstrating child’s inability to progress in a typical, age appropriate manner, considering cultural, medical, and educational history
    • Possible Exclusions (in addition to those listed on page 1)
    • Visual, hearing, or motor disability
    • Emotional disturbances

    Intellectual Disability (Moderate, Severe, Profound)

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Intellectual-Disabilities.aspx

     

    Intellectual functioning based on multiple sources of information documenting IQ scores between approximately 40 and 55 (Moderate); approximately 25 and 40 (Severe); and below approximately 25 (Profound) [use range of scores +/- one standard error of measurement for interpretation]

     

    • Consider impact of communication, motor, and/or sensory deficits
    • Significant limitations in child’s effectiveness in meeting standards of maturation, learning, personal, independence, or social responsibility
    • Adaptive behavior
    • two measures required, one must be formal (i.e., standardized instrument such as the ABAS-II or Vineland-II)
    • formal measure from someone at the school and informal assessment from someone outside the school, such as a parent
    • a composite score that is two standard deviations below the mean OR a score that is at least two standard deviations below the mean in one of three areas:
      • conceptual,
      • social, or
      • practical OR
    • Deficits in intellectual functioning and adaptive behavior existed prior to age 18
    • Classroom observation demonstrating child’s inability to progress in a typical, age appropriate manner, considering cultural, medical, and educational history
    • Possible Exclusions (in addition to those listed on page 1)
      • Visual, hearing, or motor disability
      • Emotional disturbances

    Orthopedic Impairment

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Orthopedic-Impairment.aspx

     

    • Impairment may be due to
      • Congenital abnormalities
      • Disease
      • Other causes resulting in contractures
    • Secondary disabilities may be present
    • For initials, current medical report indicating diagnosis and prognosis
    • Comprehensive educational assessment documenting adverse affects of OI on child’s educational performance by documenting deficits in at least one of the following:
    • Pre-academic/academic functioning
    • Social/emotional development
    • Adaptive behavior
    •  Motor development
    • Communication abilities
    • Psychological evaluation required when significant deficits are present in cognitive/academic functioning
    • Exclusions (in addition to those on page 1)

    o   IQ must fall above approximately 55

     

    o   IQ no lower than criteria expected for MID services.

     


     

    Other Health Impairment

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Other-Health-Impairment.aspx

     

    • Chronic or acute health problems that limits in strength, vitality, or alertness (i.e., ADHD, diabetes, asthma, etc.)
    • Deficits in pre-academic or academic functioning, adaptive behavior, social/emotional development, motor or communication skills as a result of the health impairment
    • Current (less than one year old) medical report required for initials
    • Possible Exclusions (in addition to those on page 1)
      • Visual, hearing, or motor disability
      • Intellectual disabilities
      • Emotional disturbances

     

    Significant Developmental Delay

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Significant-Developmental-Delay.aspx

     

    • Standard scores fall two standard deviations below the mean in one of these areas: adaptive development, cognition, communication, motor skills, or emotional development OR
    • Standard scores fall 1.5 standard deviations below the mean in at least two of these areas: adaptive development, cognition, communication, motor skills, or emotional development
    • Applies to ages 3 through 9 only
      • Reevaluate no later than the school year in which the child turns 9
    • Must be placed by age 7
    • Exclusions beginning at Kindergarten (in addition to those on page 1)
      • Visual, hearing, or motor disability
      • Emotional disturbance

    Specific Learning Disability

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Specific-Learning-Disability.aspx

     

    -          Eligibility team members must include:

     

    o   Special education teacher (highly qualified & certified)

     

    o   Regular Education teacher

     

    o   Individual qualified to conduct diagnostic assessments

     

    o   Parent

     

    Deficits in basic psychological processes (e.g., attending, discrimination/perception, organization, short-term memory, long-term memory, conceptualization/reasoning, executive functioning, processing speed, and phonological).

     

    -          Child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards, and intellectual development.

    -          Progress monitoring over a period of 12 weeks (or for the length of time recommended by the instructional strategy used) that shows the child is not expected to make progress toward the benchmark

    -          Current analyzed classroom work samples

    -          Classroom observation (by a group member responsible for determining SLD)

    -          Teacher Report required reflecting child’s academic performance and behavior in area(s) of underachievement

    -          Two current assessments (e.g., CRCT & ThinkGate) required to document area(s) of underachievement

    -          Underachievement in at least one of the following areas:

    o   Oral expression

    o   Listening Comprehension

    o   Written Expression

    o   Basic Reading skills

    o   Reading Comprehension

    o   Reading Fluency

    o   Mathematical Calculation

    o   Mathematical Problem Solving

     

    • Exclusions (in addition to those on page 1)
      • SLD does not apply to children who have learning problems that are primarily the result of sensory impairments, motor or intellectual disabilities, or emotional or behavioral disorders
      • Children whose classroom performance shows evidence of pervasive weaknesses that do not reflect a pattern of strengths and weaknesses

    Speech-Language Impairment

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Speech-Language-Impairment.aspx

     

    • Impairment in one of the following areas:
      • Articulation
      • Fluency
      • Voice
      • Language
    • Evaluation must be sufficient to identify all of the child’s special education and related services needs, regardless of the reason for referral
    • Documentation of adverse affect on educational performance
    • Nonverbal/verbally-limited, children with autism, and those with sensory or motor impairments
    • Eligibility determined by team members who have expertise in the appropriate area(s) through a functional assessment
    • Medical evaluation required for voice/resonance impairment
    • Exclusions
      • Rule out environmental, cultural, or economic disadvantage as primary factors causing impairment
      • Inconsistent, situational, or developmentally appropriate speech/language difficulties
      • Refer to link above and the Ware County Speech-Language Handbook for more information

     

    Traumatic Brain Injury

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Traumatic-Brain-Injury.aspx

     

    • Deficits in cognitive, social, or motor skills due to acquired brain injury that adversely impact educational performance
    • Verification of TBI through:
    • Medical records OR
    • Other source, such as social services, medical bills, etc.
    • Summary of pre-injury functioning
    • Evaluation addresses impact of TBI on following areas:
      • Cognitive
      • Social/Behavioral
      • Physical/Motor

    Visual Impairment and Blindness

     

    http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Visual-Impairment-and-Blindness.aspx

     

    • Current examination from an eye specialist (or from neurologist if child has blindness due to cortical vision impairment)
    • Comprehensive educational evaluation
      • Cognitive levels
      • Academic achievement
      • Reading ability
      • Educational assessments related to vision must be completed by appropriately certified teacher
    • Functional vision assessment rather than low vision evaluation may be used for children who

    o   Are under the age of 8 or

    o   Have a severe cognitive and/or physical disability

    • Additional information

    o   Low vision evaluation needs to be completed by age 10 unless student has severe cognitive and/or physical disability

    o   Low vision evaluation may not be available within 60-day timeline in these cases, continue with eligibility decision and document date of upcoming evaluation

    o   Update eligibility, and possibly the IEP, after receiving the vision report (must occur within 120 days of Consent to Evaluate)

     

    • Braille instruction
      • Evaluate the child to determine the need for braille
      • Evaluation should review present and future needs for braille
      • If braille is determined to be a need then in the IEP
    • Document results of evaluation
    • Explain how braille will be implemented and integrated
    • Provide date braille instruction will begin and end, including the frequency and duration of each instructional session
    • Expected level of competency in braille & measures used to determine competency
    • If braille is determined NOT to be a need, then in the IEP
      •  Provide a statement indicating that braille instruction will not be needed in order for the child to read and write effectively