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AUTISM SPECTRUM DISORDER

Clarifications for Autism Spectrum Disorder (ASD)
  • The student cannot be identified as having autism if the student’s primary disabling condition is emotional disability.

Evidence of a disability / Descriptors of Evidence / Data sources (suggested ways of gathering data froma variety of sources) / Documentation: Use jargon free language.
Documentation must be from a variety of sources
Identify the sources of information and explain evidence.
(Required Evidence)
Verbal and nonverbal communication is significantly affected.
Generally evident before the age of three. / Delay in or total lack of spoken language with no attempts to compensate through gestures or mime.
Inability to initiate or sustain a conversation.
Stereotyped and repetitive use of language. / Observation of communication skills (particularly pragmatic language skills) in natural/educational environment.
Medical, developmental, and social history.
Parent/caregiver interview.
Assessment of language competency.
Measures of self-help skills. / Clearly statehow ALL data supports the findings of a significantcommunication disability.
Provide relevant historical evidence of communication delays.
(Required Evidence)
Social interaction significantly affected. Generally evident before the age of three. / Delayed, absent,or atypical ability to relate to people or the environment. Behaviors such as:
Inability to use nonverbal behaviors such as eye-to-eye gaze, facial expression, body language, etc.
Failure to develop peer relationships appropriate to developmental level.
Lack of spontaneous seeking to share enjoyment/interests.
Lack of social reciprocity. / Observation of student interacting with parent, siblings, or peers in various environments.
Medical, developmental, and social history.
Parent interview.
Assessment of social competency (social maturity and skills). / Clearly state how ALL data supports the findings of significant delays in social interaction.
Provide relevant historical evidence of communication delays.
(The existence of one or more behaviors may be present.)
Characteristics
Repetitive activities and
Stereotyped movements
Resistance to change
Unusual responses to sensory experiences / Engagement in repetitive activities and stereotyped movements (e.g., hand or finger flapping or twisting, or complex whole body movements, self-stimulating or self-injurious behavior). / Observation or video recordings of student’s behavior in various environments and at different time periods.
Medical, developmental, and social history.
Parent/caregiver interview. / Clearly state how ALL data supports the findings of significant behaviors* associated with ASD.
*Pervasiveness of behaviors MUST be documented – these behaviors should be occurring frequently across various settings–not occasional behaviors.
Resistance to environmental change or change in daily routines (i.e., inflexible adherence to specific nonfunctional routines).
Unusual responses to sensory experiences (difficulty regulating and integrating input of sensory experiences).
(Required)
Adversely affects educational performance. / All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing are associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment. / Explain how the ASD is adversely affecting the student’s performance in the educational setting or natural environment. (see * Identifying the adverse effect …”)
ESSENTIAL CONDITIONS and NEED FOR SPECIAL EDUCATION
(Required)
Exclusionary Factors / All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
  • Was the information gathered from a variety of informants and measured using various tools? One test or one source of information must not be used in the determination of special education eligibility.
  • Appropriate instruction and English proficiency – Both must be ruled out as the primary cause of the learning difficulty.
  • Appropriate Instruction - Did the student receive appropriate instruction in reading and math? (Consider attendance, standards-based instruction, targeted interventions tried and results of interventions, etc)
(Preschool students: “appropriate Instruction” means exposure to appropriate developmental and early literacy /numeracy activities.)
  • English Proficiency - Was English proficiency addressed and ruled out as the primary cause of the learning difficulty?
  • Does the student have an “Emotional Disability”? If yes, the student cannot be identified as ASD.

(Required)
Need for special education and related services. / Connect the student’s performance and needs to the eligibility category selected.
Determine and identify the specially designed instruction needed to make progress in the general education curriculum.
(Specially designed instruction means that the student must have adapted content, methodology or delivery of instruction.) / Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.
Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?
Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.
*Identifying the ADVERSE EFFECT of the disability on education and the connection to the need for special education
Challenges because of the disability / Area(s) affected / How areas are affected / Need for specially designed instruction
What are the unique difficulties or challenges the student is experiencing because of the ASD?
  • Communication factors
  • Social interaction factors
  • Other characteristics associated with ASD
/
  • Is academic learning affected?
  • Is communication affected?
  • Is independent functioning affected?
  • Are social/emotional interactions affected?
/ In what ways are the defined areas affected?
(Must be unique to the student.) / Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?
Is the need for specially designed instruction connected to the category for which the student was found eligible?
What specially designed instruction does the student need?

DEAF

Evidence of a disability / Descriptors of Evidence / Data sources (suggested ways of gathering data froma variety of sources) / Documentation: Use jargon free language.
Documentation must be from a variety of sources
Identify the sources of information and explain evidence.
(Required Evidence)
Identified hearing loss in the speech frequencies. / A hearing loss averaging greater than 70 dB in the speech frequencies (500Hz-4000Hz). / Audiological exam by an audiologist. / Document audiological information that provides evidence of the hearing loss.
Provide relevant historical evidence of the hearing loss.
(Required Evidence)
Evidence of either descriptor must be selected.
Processing delays
OR / The hearing loss impairs auditory processing of linguistic information.
Affected areas should include:
  • listening,
  • speaking,
  • reading, and
  • writing
The areas affected are with or without amplification.
There must be evidence that the student’s performance is significantly lower than peers
OR / Observation of listening skills in educational setting or natural environment.
Medical and developmental history.
Parent interview.
Teacher reports/review of student work.
Rating scales.
Checklists.
Multiple assessment approaches:
  • Standardized testing.
  • Language samples.
  • Performance assessments.
Measures of self-help skills. / Clearly state how ALL data supports the findings ofsignificantly lowered performance in the processing of linguistic information.
OR
Adverse Effect / The hearing loss adversely affects educational performance.
All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing are associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment. / Explain how the hearing loss is adversely affecting the student’s performance in the educational setting or natural environment. (see * Identifying the adverse effect …”)
ESSENTIAL CONDITIONS and NEED FOR SPECIAL EDUCATION
(Required)
Exclusionary Factors / All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
  • Was the information gathered from a variety of informants and measured using various tools? One test or one source of information must not be used in the determination of special education eligibility.
  • Appropriate instruction and English proficiency – Both must be ruled out as the primary cause of the learning difficulty.
  • Appropriate Instruction - Did the student receive appropriate instruction in reading and math? (Consider attendance, standards-based instruction, targeted interventions tried and results of interventions, etc.)
(Preschool students: “appropriate Instruction” means exposure to appropriate developmental and early literacy /numeracy activities.)
  • English Proficiency - Was English proficiency addressed and ruled out as the primary cause of the learning difficulty?

(Required)
Need for special education and related services. / Connect the student’s performance and needs to the eligibility category selected.
Determine and identify the specially designed instruction needed to make progress in the general education curriculum.
(Specially designed instruction means that the student must have adapted content, methodology or delivery of instruction.) / Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.
Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?
Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.
*Identifying the ADVERSE EFFECT of the disability on education and the connection to the need for special education
Challenges because of the disability / Areas affected / How areas are affected / Need for specially designed instruction
What are the unique difficulties or challenges the student is experiencing because of the hearing loss? /
  • Is academic learning affected?
  • Is communication affected?
  • Is independent functioning affected?
  • Are social/emotional interactions affected?
/ In what ways are the defined areas affected?
(Must be unique to the student.) / Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?
Is the need for specially designed instruction connected to the category for which the student was found eligible?
What specially designed instruction does the student need?

DEAF-BLINDNESS

Clarifications for Deaf-Blindness (DB)
Student must meet the criteria of deafness or hard of hearing and visual disability including blindness.
Evidence of a disability / Descriptors of Evidence / Data sources (suggested ways of gathering data froma variety of sources) / Documentation: Use jargon free language.
Documentation must be from a variety of sources
Identify the sources of information and explain evidence.
(Required Evidence)
Identified as deaf or hard of hearing. / See criteria for deaf or hard of hearing. / Audiological exam by an audiologist. / Document audiological information that provides evidence of the hearing loss.
Provide relevant historical evidence of the hearing loss.
(Required Evidence)
Partially sighted, blind, or progressive visual impairment. / See criteria for partially sighted, blind, or progressive visual impairment. / Visual acuity exam by optometrist or ophthalmologist. / Document information that provides evidence of the vision loss.
Provide relevant historical evidence of the vision loss.
(Required Evidence)
Adverse effect / Concomitant hearing and visual disabilities cause severe communication and other developmental and educational needs.
All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing are associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment. / Observation of student in educational setting or natural environment.
Performance data.
Medical and developmental history.
Parent interview.
Teacher reports/review of student work.
Multiple assessment approaches:
  • Rating scales.
  • Checklists.
  • Standardized testing.
  • Language samples.
/ Explain how the deaf-blindness is adversely affecting the student’s performance in the educational setting or natural environment.(see * Identifying the adverse effect …”)
ESSENTIAL CONDITIONS and NEED FOR SPECIAL EDUCATION
(Required)
Exclusionary Factors / All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
  • Was the information gathered from a variety of informants and measured using various tools? One test or one source of information must not be used in the determination of special education eligibility.
  • Appropriate instruction and English proficiency – Both must be ruled out as the primary cause of the learning difficulty.
  • Appropriate Instruction - Did the student receive appropriate instruction in reading and math? (Consider attendance, standards based instruction, targeted interventions tried and results of interventions, etc.)
(Preschool students: “appropriate Instruction” means exposure to appropriate developmental and early literacy /numeracy activities.)
  • English Proficiency - Was English proficiency addressed and ruled out as the primary cause of the learning difficulty?

(Required)
Need for special education and related services. / Connect the student’s performance and needs to the eligibility category selected.
Determine and identify the specially designed instruction needed to make progress in the general education curriculum.
(Specially designed instruction means that the student must have adapted content, methodology or delivery of instruction.) / Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.
Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?
Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.
*Identifying the ADVERSE EFFECT of the disability on education and the connection to the need for special education
Challenges because of the disability / Areas affected / How areas are affected / Need for specially designed instruction
What are the unique difficulties or challenges the student is experiencing because of the deaf-blindness?
  • Significant hearing loss and
  • Significant loss of vision
/
  • Is academic learning affected?
  • Is communication affected?
  • Is independent functioning affected?
  • Are social/emotional interactions affected?
/ In what ways are the defined areas affected?
(Must be unique to the student.) / Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?
Is the need for specially designed instruction connected to the category for which the student was found eligible?
What specially designed instruction does the student need?

DEVELOPMENTAL DELAY (three through five)

Clarifications for Developmental Delay (DD 3-5)
  • A cognitive assessment must be completed to help differentiate between global (overall) delays and specific developmental problems.
  • Academic development – emergent literacy skills must be assessed.
  • If communication is delayed, both speech and language must be delayed.
  • If motor development is delayed, ALL aspects of motor development must be delayed.
  • Standardized assessments must not be used in isolation; there must be validation between measurements, observations, parent reports, developmental milestones, etc.

Evidence of a disability / Descriptors of Evidence / Data sources : suggested ways of gathering data froma variety of sources / Documentation: Usejargon free language.
Documentation must be from a variety of sources
Identify the sources of information and explain evidence.
(Required Evidence)
Evidence of either descriptor must be selected.
Global delay.
OR / Cognitive development and adaptive behaviors are delayed 1.5 standard deviations (SD) below the mean when compared with the standard score expected for chronological age (CA) (e.g., 22 points below the mean of 100).
OR / Observation of student focused on area of concern in natural environment.
Medical and developmental history.
Parent interview.
Teacher reports/review of student work.
Rating scales.
Developmental checklists.
Multiple assessment approaches:
  • Standardized testing.
  • Play assessment.
  • Parent/child interaction (e.g. Book reading and play).
  • Language sample.
  • Copying/drawing.
  • Dynamic assessment.
Adaptive behavior skills. / Clearly state how ALL data leads to the conclusion of significant global delays in all areas of development.
Provide relevant historical evidence of global delays.
OR
Delay compared to a standard score in one or more of the following areas:
  • Motor development
  • Communication
  • Academic skills or
  • Adaptive Behavior
OR / Delays of 1.5 SD below a standard score (e.g., 22 points below the mean of 100) in one or more of the following areas:
Motor development - must include all: Fine, gross, sensory, and perceptual motor skills.
Communication – must include both:
Speech and language.
Academic development–meansemergent or pre-literacy skills
Adaptive behavior
OR / Clearly state how ALL data leads to the conclusion that the area(s) identified is significantly delayed when compared to average developmental expectations.
Provide relevant historical evidence of delays.
OR
Deviation from age expectations across settings, but data is inconclusive. / Describe the pattern(s) of learning that is significantly different from peers or age expectations.
*See “When formal measures using norm-referenced tests are not appropriate.” / Clearly state how ALL data leads to the conclusion that the student’s learning patterns are significantly different from age expectations affecting the student’s performance across various environments.
ESSENTIAL CONDITIONS and NEED FOR SPECIAL EDUCATION
(Required)
Exclusionary Factors / All questions must be answered and considered when determining the primary cause for the student’s learning difficulties.
  • Was the information gathered from a variety of informants and measured using various tools? One test or one source of information must not be used in the determination of special education eligibility.
  • Appropriate instruction and English proficiency – Both must be ruled out as the primary cause of the learning difficulty.
  • Appropriate Instruction – Did the student have exposure to developmentally appropriate early literacy and numeracy activities?
  • English Proficiency - Was English proficiency addressed and ruled out as the primary cause of the learning difficulty?

(Required)
Need for special education and related services. / Connect the student’s performance and needs to the eligibility category selected.
Determine and identify the specially designed instruction needed to make progress in developmentally appropriate activities.
(Specially designed instruction means that the student must have adapted content, methodology or delivery of instruction.) / Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?
Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.
Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.
*Identifying the need for special education
Challenges because of the disability / Areas affected / How ?areas are affected / Need for specially designed instruction
What are the unique difficulties or challenges the student is experiencing because of the developmental delay? /
  • Is motor development affected?
  • Is communication affected?
  • Is academic development affected?
  • Is adaptive behavior affected?
/ In what ways are the defined areas affected?
(Must be unique to the student.) / Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?
Is the need for specially designed instruction connected to the category for which the student was found eligible?
What specially designed instruction does the student need?
* When formal measures (using norm-referenced) tests are not appropriate or feasible.
When formal measures (norm-referenced) tests are not appropriate or feasible, the Team must have evidence that the student’s patterns of learning deviate from age expectations across settings and information is gathered from multiple sources. (See table entitled “Variety of assessment tools and strategies.”)
Descriptors of Evidence (Significant deviation from average development in one or more areas.) / Data sources (suggested ways of gathering data froma variety of sources) / Documentation: Use jargon free language.
Identify the sources of information and explain evidence.
Patterns of learning deviate from age expectancy in one or more areas. Patterns are pervasive across various settings. Rate of skill acquisition is significantly below that of peers or developmental expectations.
Motor development: Fine, gross, sensory, and perceptual motor. Significant difficulty with ALLmotor skills across various activities.
Communication: Speech and language.
Significant challenges understanding age appropriate information, reasoning, and solving problems.AND
Significant challenges expressing self – all listeners find student extremely difficult to understand. Student is unable to clearly express needs or ideas or participate in a communicative exchange using appropriate words or sentence structures.
Academic development
Significant difficulty acquiring emergent literacy skills (e.g., book and print awareness, repeating rhymes and songs, “reading environmental signs,” scribbling, etc.).
Adaptive behavior
Significant delays in acquisition of developmentally appropriate self-care, home living, community use, self direction, health, and safety.
Inconsistent display of developmentally appropriate behavioral expectations (e.g., following rules, directions, and routines).
Cognition
Significant challenges understanding age appropriate information; reasoning and solving problems. / Observation of student in the natural environment. (Observation must be focused on area of concern)
focused on area of concern
Medical and developmental history.
Parent interview.
Teacher reports/review of student work
Data from outside sources (e.g. early intervention, private therapy, etc.)
Rating scales.
Developmental checklists.
Multiple assessment approaches:
  • Standardized testing.
  • Play assessment.
  • Parent/child interaction (e.g., book reading and play).
  • Language sample.
  • Copying/drawing.
  • Dynamic assessment.*
  • Adaptive behavior skills.
*Dynamic assessment refers to a variety of procedures that use a test-intervene-retest format and embed interaction with a child as part of the assessment process. Brassard & Boehm (2007) / Clearly state how ALL data leads to the conclusion that the student’s learning patterns are significantly different from age expectations affecting the student’s performance across many settings and activities.
Documentation must include the frequency and intensity of the deviation in patterns of learning across settings.

DEVELOPMENTAL DELAY (six through eight)