SSPS:Intellectually Disabled Eligibility
- 1 Definition
- 2 Criteria for Eligibility
- 3 Intervention Requirements
- 4 Procedures for Evaluation
- 5 Procedures for Determining Eligibility and Educational Placements
- 6 Sample Team Analysis of Data
- 7 Procedures for Recommending Discontinuation or Dismissal
An intellectual disability is defined as significantly below average general intellectual and adaptive functioning manifested during the developmental period, with significant delays in academic skills. Developmental period refers to birth to eighteen (18) years of age.
Criteria for Eligibility
- The measured level of intellectual functioning is more than two (2) standard deviations below the mean on an individually measured, standardized test of intellectual/cognitive functioning.
- The level of adaptive functioning is more than two (2) standard deviations below the mean on the adaptive behavior composite or on two (2) out of three (3) domains on a standardized test of adaptive behavior. The adaptive behavior measure shall include parental input.
- The level of academic or pre-academic performance on a standardized test is consistent with the performance expected of a student of comparable intellectual functioning.
- The social/developmental history identifies the developmental, familial, medical/health, and environmental factors impacting student functioning and documents the student’s functional skills outside of the school environment.
- The student demonstrates a need for special education services.
Procedures for Evaluation
The minimum evaluation for determining eligibility shall include all of the following:
- A standardized individual test of intellectual functioning individually administered by a certified school psychologist or licensed psychologist
- A standardized assessment of adaptive behavior to include parental or guardian input
- An individually administered standardized test of academic or pre-academic achievement. A standardized developmental scale shall be used when a student’s level of functioning cannot be measured by an academic or pre-academic test
- A social-developmental history which has been compiled directly from the parent, guardian, or primary caregiver
Required Information and Evaluation Data
Procedures for Determining Eligibility and Educational Placements
Refer to Eligibility and Placement Section for information regarding eligibility procedures.
Eligibility is determined by a group of qualified professionals and the parent or guardian. The documentation of the determination of eligibility must include a written summary of the group’s analysis of data that incorporates the following information:
- The basis for making the determination
- Noted behavior during the observation of the student and the relationship of that behavior to the student’s academic and intellectual functioning
- Educationally relevant medical findings, if any
- Consideration of other factors, such as vision, hearing, motor, or emotional/behavioral disability; cultural factors; environmental or economic factors; irregular patterns of attendance or high mobility rate; classroom behavior; or limited English proficiency affecting the student’s achievement level
- Signature of each group member certifying that the documentation of determination of eligibility reflects the member’s conclusion. If it does not reflect the member’s conclusion, the group member must submit a separate statement presenting the member’s conclusion.
Sample Team Analysis of Data
Download a Intellectually Disabled TAD
Download a Intellectually Disabled Short TAD
Procedures for Recommending Discontinuation or Dismissal
Refer to Discontinuation and Dismissal Section for information regarding procedures.