EXCLUSIONARY FACTORS. An individual will not be considered eligible for services under Developmental Delay if one or more of the following exist: ❏ The disability is more accurately described by another category of eligibility (ie., intellectual disability, orthopedic impairment, visual impairment, hearing impairment, specific learning disability, speech and/or language impairment, emotional disability, autism, traumatic brain injury, other health impairment, multiple disabilities, deafness, deaf/blindness). ❏ The adverse effect is from a lack of instruction in reading or math that is not related to the developmental delay. ❏ The child’s functional levels cannot be explained by environmental, cultural, linguistic, or economic influences, or a history of inconsistent educational programs. ❏ The child has demonstrated adequate functioning over a period of time (minimum of one quarter/9-week period) in a general education classroom with minimally invasive (monitor and/or consult) special education services. ❏ The child’s disability no longer demonstrates an adverse effect upon educational performance. ❏ The child has reached the age of 10 and does not meet eligibility criteria under any other special education category. ❏ The child’s evaluation results can best be explained by another eligibility category (e.g. Autism, Multiple Disabilities, etc.) ❏ The child no longer meets the entrance criteria. Yes No The student is 3 years, 0 months through 9 years, 11 months of age. Yes following: No The student demonstrates a significant delay in one or more of the Delay in 1 Area Delay in 2 or more Area 40% or 1.5 SD 30% or 1.25 SD Physical Development Communication Development Cognitive Development Social/Emotional Development Adaptive Development
EXCLUSIONARY FACTORS. A student is not eligible for special education and related services when: ❏ Sound errors are consistent with developmental age or within normal articulation development. ❏ Articulation differences are due primarily to unfamiliarity with the English language, dialectical differences, temporary physical disabilities, or environmental, cultural or economic factors. ❏ The articulation errors do not interfere with the student’s ability to benefit from education. Fluency Criteria A fluency impairment is defined as the abnormal flow of verbal expression at times combined with negative attitudes and feelings about speech. It is characterized by an increase in atypical and typical disfluencies that may also be accompanied by tension and/or secondary characteristics (i.e. body movements, facial grimace, etc.). The IEP team may identify a child as having a fluency impairment for special education and related services if they exhibit one of the following: ❏ The student demonstrates at least 2-4% atypical disfluencies (sound syllable repetition, prolongation and blocks) within a speech sample of at least 100 words. Noticeable tension and/or secondary characteristics may or may not be present. ❏ The student demonstrates typical (word and phrase repetitions, interjections, revisions, unfinished words, hesitations) disfluencies within a sample of at least 100 words with one or more of the following: ❏ accompanied by audible and/or visual tension ❏ secondary characteristics ❏ negative attitudes and feelings about their speech Exclusionary Factors A student is not eligible for special education and related services when: ❏ Disfluencies are part of normal speech development. ❏ Disfluencies do not interfere with the student’s ability to benefit from education. ❏ Rate is the only affected area.
EXCLUSIONARY FACTORS. An individual will not be considered eligible for services under Emotional Disability if one or more of the following exist: ❏ A general pervasive mood of anxiety or unhappiness or depression. ❏ A diagnosis of social maladjustment, including deviant behavior and conflicts primarily between the individual and society, unless the student also has emotional disturbance. ❏ Substance abuse only. ❏ The disturbance does not affect performance in the educational setting ❏ The child’s problems are not primarily a result of mental impairment. Supplemental Information / Examples for the possible ED eligibility characteristics: ❏ An inability to learn that cannot be explained by intellectual, sensory, or health factors. ❏ An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inability does not indicate an unwillingness to build/maintain satisfactory relationships. This ability/inability is not a choice; these individuals just cannot form/maintain said relationships. Sometimes it is a skill deficit. Behavioral characteristics that impact the ability to build/maintain relationships include:
EXCLUSIONARY FACTORS. The presence of the following factors and criteria would preclude the possibility of specific learning disability services under IDEA.
EXCLUSIONARY FACTORS. An individual will not be considered eligible for services under Developmental Delay if one or more of the following exist:
