Developmental delay. A significant discrepancy in the actual functioning of an infant or toddler when compared with the functioning of a nondisabled infant or toddler of the same chrono- logical age in any of the following areas of development: Physical devel- opment, cognitive development, com- munication development, social or emotional development, and adaptive development as measured using stand- ardized evaluation instruments and confirmed by clinical observation and judgment. A significant discrepancy exists when the one area of develop- ment is delayed by 25 percent or 2 standard deviations or more below the mean or when two areas of develop- ment are each delayed by 20 percent or 11⁄2 standard deviations or more below the mean. (Chronological age should be corrected for prematurity until 24 months of age.)
Developmental delay. Federal & State Definition Delay in physical development, cognitive development, communication development, social or emotional development, or adaptive development (may include children from three through nine years of age). ELIGIBILITY CRITERIA A child who is between the ages of three years old through nine years old who DOES NOT meet the criteria of any of the other disability categories, who is experiencing a delay in any of the following domains: physical development, cognitive development, communication, social or emotional development or adaptive development, which significantly interferes with the learning process. A delay in one developmental area is defined as at least 1 ½ standard deviations below the mean as identified by standardized measures and/or at least a 40% delay in one area as identified by criterion-referenced measures. A delay in two or more developmental areas is defined as at least 1 ¼ standard deviations below the mean as identified by standardized measures and/or at least a 30% delay in two or more areas as identified by criterion-referenced measures. The delay(s) must have a direct and substantial adverse effect on the child’s ability to make adequate educational progress without special education and related services. A child may be identified as having the handicapping condition of developmental delay (DD) when delays in age- appropriate development adversely affect the child in one or more of the following five major life areas: ❏ Physical development in gross motor skills, such as the ability to move around and interact with the environment with appropriate coordination, balance and strength; or fine motor skills, such as manually controlling and manipulating objects such as toys, drawing utensils, and other useful objects in the environment. ❏ Cognitive development, such as the ability to acquire, use and retrieve information as demonstrated by the level of imitation, discrimination, representation, classification, sequencing, and problem-solving skills. ❏ Communication development in expressive language, such as the production of content, form and use of language; or receptive language, such as listening, receiving and understanding language. The severity of the communication delay would be characteristic of a phonological disorder or of an individual who is non- verbal or has a mean length utterance of 3 words or less. ❏ Emotional development, such as the ability to feel and express emotions and develop a positive sense o...
Developmental delay. An infant or toddler is considered developmentally delayed when the infant or toddler has not reached 50% of the developmental milestones expected at the infant or toddler’s chronological age in one or more of the following areas: ● cognitive development (how well the infant or toddler can solve problems and interact with the world) ● physical development, (what the infant or toddler can do physically), including visionand hearing ● communication development (how the infant or toddler uses voice and gestures to communicate) ● social or emotional development (how the infant or toddler expresses and respondsto feelings) ● adaptive development (how the infant or toddler does with sleeping, eating, dressing,and using the toilet)
Developmental delay. As used in this part, ‘‘developmental delay,’’ when used with respect to an individual residing in a State, has the meaning given to that term under § 303.300. (Authority: 20 U.S.C. 1432(3)) [64 FR 12535, Mar. 12, 1999] § 303.11 Early intervention program. As used in this part, early intervention program means the total effort in a State that is directed at meeting the needs of children eligible under this part and their families. (Authority: 20 U.S.C. 1431–1445)
Developmental delay. Children with KS have reduced cognitive abilities and motor skills, variable severity of learning difficulties, mental retardation, and behaviour in the range of autistic spectrum disorder. Ho et al reported two boys who even demonstrated a deterioration in their IQ during early adolescent years (Xx and Xxxxx 1997). The developmental outcome in children with KS is variable, though the majority have a mild spectrum adaptive and intellectual disability (Xx and Xxxxx 1997, Xxxxxxx et al. 2005, Xxxxxx et al. 2005, Xxxx et al. 2005, Xxxx Xxxx et al. 2008).
