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Meeting specific criteria for having an educational disability and that it affects their ability to learn in a general education with reasonable accommodations.
Meeting specific criteria for having an educational disability and that it affects their ability to learn in a general education with reasonable accommodations.
A student can have a disability and not need special education.
A student can have a disability and not need special education.
Managing Life!.pdfWhat Are They Thinking.pdfAutism (A)
Autism (A)
300.8(c)(1) ARS 15-761(1) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Autism (A): a developmental disability that significantly affects verbal and nonverbal communication and social interaction and adversely affects educational performance.
Delays or abnormal functioning in at least ONE of the following areas, with onset generally prior to 3 years of age: social interaction, language as used in social communication, or symbolic or imaginative play.
Spectrum Disorder and has to have documented behaviors at home and at school
Student vary in intellectual ability just like everyone else
Not all students with Autism qualify for special education or need to be removed from the general education classroom
Very concrete in thinking - think what you actual said or didn’t say
Example: T: “Put your eyes on me”; S: “I can’t take my eye’s out of my head” (crying)
Can be rigid with schedules - need support with transition reminders and change of schedules
Obsession over objects/subjects - obsessive compulsive type behaviors
Biggest Accommodation: STOP TALKING - more VISUAL
picture/word schedules, written social stories
students need to know visually what is expected out of them
Structured Classroom
Developmental Disabilities (DD)
Developmental Disabilities (DD)
300.8(b) ARS 15-761(3) SF, SASF
Documentation supports the category and substantiates eligibility for:
Developmental Delay (DD): performance by a child who is at least three years of age, but under ten years of age, on a norm-referenced test that measures at least one and one-half, but not more than three, standard deviations below the mean for children of the same chronological age in two or more of the following areas:
(a) Cognitive development
(b) Physical development
(c) Communication development
(d) Social or emotional development (e) Adaptive development
For preschool only: The results of the norm-referenced measure must be corroborated by information from a comprehensive developmental assessment and from parental input, if available, as measured by a judgment-based assessment or survey. If there is a discrepancy between the measures, the evaluation team shall determine eligibility based on a preponderance of the information presented.
Developmental delays based on norm standard scores in the areas of cognition, social and emotional, physical, adaptive, and communication
**Based on Standard Deviation from Norm, up to age 9**
Emotional Disabilities (ED)
Emotional Disabilities (ED)
300.8(c)(4) ARS 15-761(7) R7-2-401. E.7.a SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Emotional Disability (ED): verification by a qualified professional of one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: inability to learn, inability to build or maintain relationships, inappropriate behavior/feelings, unhappiness or depression, physical symptoms/fears, or schizophrenia, which adversely affects education performance.
Serious emotional disabilities as defined by an inability to learn which cannot be explained by intellectual, sensory or health factors, an inability to build and maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, a tendency to develop physical symptoms associated with personal or school problems, and emotional disorder will include children who are diagnosed with Schizophrenia.
Not all behavior related to emotional issues
Well documented depression, being withdrawn, past trauma that is affecting them to learn
Students struggle with understanding their own emotions and how to control - do not get in a power struggle
Say it and walk away, give time to process information
When upset most students are in fight or flight mode
Most students HATE to write - they are intelligent and have ideas, but HATE to put information on paper, even doing math on paper can be a struggle
Hearing Impairment (HI)
Hearing Impairment (HI)
300.8(c)(5) ARS 15-761(8) R7-2-401. E.7.b SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Hearing Impairment (HI): verification by a qualified professional of a hearing impairment that interferes with the student’s performance in the educational environment and requires the provision of special education and related services. If there is evidence that a student’s condition has changed, look for documentation that the team discussed the need for an updated medical verification.
R7-2-401. E.7.b SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Hearing Impairment (HI): evaluation of the language proficiency of the student, including documentation of the student’s mode of communication and its effectiveness for the student in accessing the general curriculum.
Loss of hearing acuity
**To a great degree that requires specialized support**
Mild Intellectual Disabilities (MIID)
Mild Intellectual Disabilities (MIID)
ARS 15-761(14) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Mild Intellectual Disability (MIID): performance on standard measures of intellectual functioning and adaptive behavior between two and three standard deviations (SD) below the mean for students of the same age.
Moderate Intellectual Disabilities MIOD)
Moderate Intellectual Disabilities MIOD)
ARS 15-761(15) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Moderate Intellectual Disability (MOID): performance on standard measures of intellectual functioning and adaptive behavior between three and four standard deviations (SD) below the mean for students of the same age.
Severe Intellectual Disabilities (SID)
Severe Intellectual Disabilities (SID)
ARS 15-761(29) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Severe Intellectual Disability (SID): performance on a standard measure of intellectual functioning and adaptive behavior at least four SD below the mean for a student of the same age.
Significant impairment of general intellectual functioning that exists concurrently with deficits in adaptive behavior
**No matter what level, still has the ability to learn**
Multiple Disabilities (MD)
Multiple Disabilities (MD)
300.8(c)(7) ARS 15-761(17) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Multiple Disabilities (MD): multiple disabilities include two or more of the following: HI, OI, MOID, and/or VI or a student with one of the disabilities already listed in this section existing concurrently with MIID, ED, or SLD.
More than one disabilities areas: Hearing Impairment, Orthopedic Impairment, Moderate Intellectual Disability, Visual Impairment OR with one disability (HI, OI, MIOD, VI) with at least one concurrently existing condition of Mild Intellectual Disability, Emotional Disability, or Specific Learning Disability
Multiple Disability Severe Sensory Impairment (MDSSI)
Multiple Disability Severe Sensory Impairment (MDSSI)
ARS 15-761(18) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Multiple Disabilities with Severe Sensory Impairment (MD-SSI): multiple disabilities include: (1) severe visual impairment or hearing impairment, with another severe disability or (2) severe visual impairment and severe hearing impairment.
Meet eligibility criteria under Multiple Disabilities and under one of the following: Severe Visual Impairment or Hearing Impairment in combination with another severe disability (MOID, OI); or Severe Visual Impairment and Severe Hearing Impairment
Other Health Impairment (OHI)
Other Health Impairment (OHI)
300.8(c)(9) ARS 15-761(20) R7-2-401. E.7.c SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Other Health Impaired (OHI): verification by a qualified professional of limited strength, vitality, or alertness, including heightened alertness to environmental stimuli (such as ADD or AD/HD) that is due to chronic or acute health problems and adversely affects student performance. If there is evidence that a student’s condition has changed, look for documentation that the team discussed the need for an updated medical verification.
Limited strength, vitality, or alertness due to chronic or acute health problems such as heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes that adversely affect a child's educational performance. (may included student with Attention Deficit Hyperactivity Disorder)
Can NOT be because of lack of instruction in reading and math
Can NOT be because of vision or hearing issues
Medical Certification - change in who can certify, but still need doctor diagnosis
Can not mandate parents provide medication to student
Has to interfere with ability to learn appropriately in school
Example: If student is active, but still can demonstrate content knowledge, even if at below average, should not qualify for special education services
*Not every student that is ADD/ADHD qualifies for special education*
Orthopedic Impairment (OI)
Orthopedic Impairment (OI)
300.8(c)(8) ARS 15-761(19) R7-2-401E.7.e SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Orthopedic Impairment (OI): verification by a qualified professional of one or more severe orthopedic impairments, including those caused by congenital anomaly, disease, and other causes, such as amputation or cerebral palsy, and that adversely affect educational performance. If there is evidence that a student’s condition has changed, look for documentation that the team discussed the need for updated medical verification.
Physical disability or physically disabling condition, but are able to attend and benefit from the regular classroom situation with specialized help from supportive services.
**Has to affect ability to participate in education**
Preschool Severe Delay (PSD):
Preschool Severe Delay (PSD):
ARS 15-761(24) SF, SASF
Documentation supports the category and substantiates eligibility for:
Preschool Severe Delay (PSD): more than three SD below the mean in one or more of the following areas: cognitive, motor, communication, social/emotional, or adaptive development. The results of the norm-referenced measure must be corroborated by information from a comprehensive developmental assessment and from parental input, if available, as measured by a judgment-based assessment or survey. If there is a discrepancy between the measures, the evaluation team shall determine eligibility based on a preponderance of the information presented.
Speech Language Impairment (SLI)
Speech Language Impairment (SLI)
300.8(c)(11) ARS 15- 761(34)(a) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Speech or Language Impairment (SLI): a communication disorder such as stuttering, impaired articulation, severe disorders of syntax, semantics, or vocabulary, or functional language skills, or a voice impairment to the extent that it calls attention to itself, interferes with communication, or causes a student to be maladjusted.
For preschool performance on norm-referenced language test that measures between one and one-half standard deviations below the mean. The results of the norm-referenced measure must be corroborated by information from a comprehensive developmental assessment and from parental input. Additionally, eligibility can only be determined if the child is not eligible under another preschool category or developmental delay.
Difficulties that exist in articulation (production of speech sounds), language (receptive comprehension and verbal expression), fluency (speech rate and rhythm), and/or voice
**Effects school work and being able to participate in school**
Specific Learning Disabilities (SLD)
Specific Learning Disabilities (SLD)
300.8(c)(10) 300.307 Sec. 300.307 Specific learning disabilities300.309 Sec. 300.309 Determining the existence of a specific learning disabilityARS 15-761(33)
Documentation supports the category and substantiates eligibility for:
Specific Learning Disability (SLD): a determination of whether the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state approved grade-level standards, or intellectual development that meets the public education agency criteria through one of the following methods:
A discrepancy between achievement and ability;
The child’s response to scientific, research-based interventions; or
Other alternative research-based procedures. Each PEA must establish its own local school board approved criteria for SLD eligibility criteria.
300.311(b) SF, SASF, SCSFSec. 300.311 Specific documentation for the eligibility determination
Documentation supports the category and substantiates eligibility for:
Specific Learning Disability (SLD): a certification of each team member's agreement or disagreement must be included. This certification may be contained in the report or may be located on a separate eligibility statement.
300.311(a)(6) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Specific Learning Disability (SLD): a determination of the effects of environmental, cultural, or economic disadvantage must be included. Documentation can be found anywhere throughout the evaluation.
Specific learning 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 an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations
Can NOT be because of lack of instruction in reading and math
Can NOT be because of vision or hearing issues
Based on students IQ levels compared to achievement levels in reading, writing, math
Significant Discrepancy between ability level and achievement level of -18 or more
Student has the ability to learn, but there are barriers
**Students with low IQ and Low Achievement scores that do not have a significant discrepancy, is at their potential level and does not qualify - they have the ability to learn without learning barriers**
Dyslexia = Reading Disability
Dyslexia = Reading Disability
Dyslexia is the technical term that means a person has difficulty processing print information (reading).
Does not automatically qualify for special education
Still have to have a significant discrepancy between intellectual ability and achievement (-18 or greater)
Does not mean letters are reversed or words are jumping for everyone
Specific Accommodations:
Read print to person
Colored overlays
Highlight specific words
Placeholder
Discuss what has been read verbally
Traumatic Brain Injury (TBI)
Traumatic Brain Injury (TBI)
300.8(c)(12) ARS 15-761(38) R7-2-401. E.7.h SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Traumatic Brain Injury (TBI): verification by a qualified professional of an acquired injury to the brain that is caused by an external physical force and that results in total or partial functional disabilities, psychosocial impairment, or both that adversely affects educational performance. If there is evidence that a student’s condition has changed, look for documentation that the team discussed the need for an updated medical verification.
Acquired injury to the brain that is caused by an external physical force and that results in total or partial functional disability or psychosocial impairment, or both **Will more likely qualify in another area, because of the effect of the TBI**
Vision Impairment (VI)
Vision Impairment (VI)
300.8(c) (13) ARS 15-761(39) R7-2-401. E.7.i SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Visual Impairment (VI): verification by a qualified professional of a visual impairment that interferes with the student’s performance in the educational environment and that requires the provision of special education and related services. If there is evidence that a student’s condition has changed, look for documentation that the team discussed the need for an updated medical verification.
300.324(a) (2)(iii) ARS 15-761(39) ARS 15-214 (A)(1) SF, SASF, SCSF
Documentation supports the category and substantiates eligibility for:
Visual Impairment (VI): individualized Braille literacy assessment completed for students who are blind. This assessment should address the effect that the visual impairment has on reading and writing performance that is commensurate with the student’s ability.
If a student with a visual impairment is not blind, mark this itemU.
Mark this item U for phased-out students.
Loss in visual acuity or a loss of visual field
**To a great degree that requires specialized support**
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