Developmental delay Sample Clauses
A developmental delay clause sets out the procedures and consequences if a project or deliverable is not completed within the agreed timeline due to unforeseen circumstances. Typically, this clause will specify what constitutes a valid delay, outline notification requirements, and may allow for extensions or adjustments to deadlines. Its core function is to manage expectations and responsibilities when delays occur, thereby reducing disputes and providing a clear framework for handling project setbacks.
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
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] (Authority: 20 U.S.C. 1431–1445)
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. 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 (▇▇ and ▇▇▇▇▇ 1997). The developmental outcome in children with KS is variable, though the majority have a mild spectrum adaptive and intellectual disability (▇▇ and ▇▇▇▇▇ 1997, ▇▇▇▇▇▇▇ et al. 2005, ▇▇▇▇▇▇ et al. 2005, ▇▇▇▇ et al. 2005, ▇▇▇▇ ▇▇▇▇ et al. 2008).
Developmental delay. Children eligible under the “at risk” categories may be referred ▪Upon receipt of the referral form, the Silver and Cobre Consolidated School Districts staff will record the date of the written referral into the STARS database. ▪The Special Education Secretaries will receive the Transition Referral Form and will sign the confirmation receipt. ▪Silver and Cobre Consolidated School Districts staff will document the date of a late referral in the STARS database and the corresponding noncompliance reason code. These children would not be included in the APR indicators or B12. WNMU Early Childhood Programs will: ▪Make appropriate referrals to Silver and Cobre Consolidated Schools and Amplified Therapy for children who may qualify for Special Education or Early Intervention services but are not presently receiving them. ▪Facilitate visits and guided tours for families. ▪Ensure each referral is valid by using age appropriate data such as NMSD & NMSBVI will: ▪Provide a comprehensive overview of the referral process and provide information on services to families, including eligibility and enrollment information ▪Support each family in acquiring a comprehensive and current evaluation including audiological/ophthalmological prior to transition. •Coordinate with EI Team to make referrals to appropriate agencies if they are showing greater concern at the time of referral. ▪If a parent refuses the referral to be made to Part B the family service coordinator should provide the parent(s) with prior written notice that Part C services will end at the time of their child’s third birthday. The family service coordinator will also provide the family a copy of their procedural safeguards at this time. ▪With parent consent, the family’s Family Service Coordinator will coordinate the completion and will hand deliver to Special Education Secretaries the Submission of the Transition Assessment Summary Form at least 30 days prior to the Transition Conference. ▪In the case of a child with a documented visual impairment and/or hearing loss, the FIT Family service coordinator will contact NMSBVI and/or NMSD for technical assistance during the 90- day conference to discuss the continuum of educational options. ▪If the child is referred to the FIT Program fewer than 45 days prior to the child’s third birthday, an evaluation by FIT will not be conducted. The family service ▪Any 90 Day Transition Dates falling in June, July and August must be scheduled by the end of the school year. Unex...