Developmental Delay
Developmental Delay
(1) If a child is suspected of having a developmental delay, the following evaluation must be conducted:
(a) Developmental History (English) (Spanish) as defined in OAR 581-015-2000(8);
(b) At least one norm referenced, standardized test in each area of suspected delay;
(c) At least one additional procedure to confirm the child's level of functioning in each area of suspected delay;
(d) At least one 20-minute observation of the child;
(e) Review of previous testing, medical data, and parent reports;
(f) Any additional assessments necessary to determine the impact of the suspected disability:
(A) On the child's educational performance for a school-age child; or
(B) On the child's developmental progress for a preschool child; and
(g) Other evaluative information as necessary to determine eligibility.
(2) To be eligible for special education services as a child with a developmental delay, the child must meet all of the following minimum criteria. 1.5 or more standard deviations below the mean in two or more of the developmental areas:
(a) Cognitive development;
(b) Physical development;
(c) Communication development;
(d) Social or emotional development;
(e) Adaptive development.
(3) To be eligible for special education services as a child with a developmental delay, the eligibility team must also determine that:
(a) For a child age 3 to 5, the child’s disability has an adverse impact on the child’s developmental progress; or
(b) For a child age 5 through 9, the student's disability has an adverse impact on the student's educational performance.
(c) The child needs special education services as a result of the delay.
(d) The team has considered the child’s special education eligibility, and determined that the eligibility is not due to a lack of appropriate instruction in reading, including the essential components of reading instruction (phonemic awareness, phonics, vocabulary development; reading fluency/oral reading skills; and reading comprehension strategies); and is not due to a lack of appropriate instruction in math; and is not due to limited English proficiency; and is not due to another disability.
Statutory/Other Authority: ORS 326.051
Statutes/Other Implemented: ORS 326.051