Transcript The Five Golden Rules of Placement

Special Education Criteria
Linda Thews
Julie Toshner
Spring 2007
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
Spring 2007
COGNITIVE DISABILITIES
Criteria:
Intellectual
Adaptive
Academic
Spring 2007
Intellectual
•
Initial
• Re-evaluation
– standard score of 2 or
more standard deviations
below the mean (<70)
– 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
Spring 2007
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)
Spring 2007
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
Spring 2007
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
Spring 2007
Emotional Behavioral Disability
-EBD-
Spring 2007
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.
Spring 2007
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
Spring 2007
8 Characteristics
• Interpersonal
relationships...
• Inappropriate
responses...
• Pervasive moods...
• Physical
symptoms...
• Inability to learn...
• Extreme
withdrawal...
• Extreme
aggressiveness...
• Others that are so
different...
Spring 2007
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
Spring 2007
Specific Learning Disabilities
-SLD-
Spring 2007
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.
Spring 2007
Triangulation is the Key
Classroom Achievement
Significant Discrepancy
Information Processing
Spring 2007
SLD Criteria
Areas of Achievement Delay & Discrepancy
• oral expression
• listening comprehension
• written expression
• basic reading skill
• reading fluency
• reading comprehension
• mathematics calculation
• mathematics reasoning
Spring 2007
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
Spring 2007
Significant Discrepancy
• There is a significant
discrepancy between
intellectual ability
and academic
achievement in one
or more areas
Spring 2007
Information Processing Deficit
The team will document
an information
processing deficit linked
to the achievement delay
and significant
discrepancy
Spring 2007
Information Processing Deficit
•An information processing
deficit means a pattern of
severe problems with storage,
organization, acquisition,
retrieval, expression, or
manipulation of information
Spring 2007
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
Spring 2007
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
Spring 2007
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
Spring 2007
A Tiered Level of Support Might Look Like:
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Spring 2007
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
Spring 2007
Orthopedic Impairment (OI)
• Severe orthopedic impairment
i.e. muscular/skeletal
• Adversely affects a child’s
educational performance
Spring 2007
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
Spring 2007
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)
Spring 2007
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.
Spring 2007
125
250
500
O
O
1000
2000
4000
O
O
O
0
10
20
HEARING LEVEL (dB HL)
30
40
50
X
X
X
X
X
60
70
80
90
100
110
120
Spring 2007
FREQUENCY IN CYCLES PER SECOND (HZ)
8000
Visual Impairment (VI)
• Documentation from ophthalmologist or
optometrist
• Functional Vision Assessment
• Impaired visual functioning adversely
affects educational performance
• Orientation & Mobility Assessment
Spring 2007
Significant Developmental Delay
(SDD)
An EARLY CHILDHOOD Label
• “Early Childhood” in Wisconsin:
– up to 6 years old.
Spring 2007
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
Spring 2007
Other necessary Components
• Hearing Screening
• Vision Screening
• Observation in the child’s daily
environment
• Developmental Health History
Spring 2007
Is there a Need for Special
Education?
Consideration for all
Disabilities
Spring 2007
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.
Spring 2007
Need For Special Education
• Why does the child, because of
the needs resulting from the
impairment require special
education?
Spring 2007
Need For Special Education
The IEP Team must address the following:
 Needs that cannot be met in
regular education as structured
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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
Spring 2007
Need For Special Education
 Additions or modifications, if
any, not provided in the general
curriculum
– Replacement content
– Expanded core curriculum
– Other supports
Spring 2007
Questions