Special Services

When a parent or teacher has concerns about a student–whether academic, personal, social, or behavioral–those concerns should be brought to the attention of the building administrator or counselor. Depending on how serious the concerns are, and how long they have been observed, the student may be referred to the Child Study Team for review and discussion.

The Child Study Team process is the starting point for more formally addressing student concerns, and for documenting what efforts have been made to help the student be more successful. The “team” may consist of a building administrator, the classroom teacher, a counselor, and special education instructional and diagnostic staff (such as a school psychologist, school social worker, speech and language pathologist, etc.).

The goal of the team is to discuss the student’s learning or behavior issues impacting classroom performance, the effectiveness of strategies or interventions used thus far, and additional strategies that might be attempted. Some possibilities include:

• Adjustments in classroom instruction techniques
• Classroom peer support
• Organizational tools for use within the classroom and at home
• Development of an action plan for behavioral support
• Help from general education consultants, paraprofessionals or volunteers
• Supplementary materials and technology

Because there may be a variety of reasons for the student’s difficulties in school (developmental, home circumstances, classroom factors, etc.), the Child Study Team does not always recommend that a formal special education evaluation be completed, and may determine that other options should first be considered. Such options might include further observation, collecting more data or background information, additional classroom support or instructional techniques, scheduling a parent meeting, or developing a systematic intervention plan.

After discussing the student’s functioning and reviewing the interventions that have been tried, the Child Study Team may determine that his/her difficulties are significant enough to suspect a disability in some area and that a comprehensive special education evaluation should be completed.  However, a referral for such an evaluation will be made only via the Child Study Team process.  At that time, a member of the team will contact the student’s parents to inform them of the recommendation, arrange to have them fill out the Parent Questionnaire  or meet with the school social worker to complete a developmental history, and then sign the Review of Existing Evaluation Data (REED) and Evaluation Plan form granting consent to proceed.

Once the Child Study Team determines that a comprehensive special education evaluation is warranted, a member of the team sends out a Parent Questionnaire or the school social worker arranges to meet with the parent(s) in order to obtain a developmental history. Then, after signing the Review of Existing Evaluation Data (REED) and Evaluation Plan form granting consent to proceed, the special education referral is processed through the Special Education office. The Special Education office secretary will provide the parents with a copy of the Special Education Parent Handbook with Procedural Safeguards at that time, and the evaluation process is initiated.

The evaluation team is made up of educational professionals knowledgeable in the suspected area(s) of disability. It may include one or more teachers, speech and language pathologist, psychologist, school social worker, teacher consultant, physical or occupational therapist, or others.

Team members will evaluate the strengths and needs of the student using a variety of techniques and sources. They will also review relevant information such as school records, other assessment data, medical history, and information provided by parents and teachers. If an evaluation outside of the school system has been completed, that information should be shared with the evaluation team, as well.

Parent/guardian participation in the evaluation process is very important. Parents can assist the team by providing all of the requested information, including any questionnaires or rating scales, in a timely fashion. They can also assist the team by speaking with the child and helping him/her understand that the process is intended to help him/her experience greater success in the school setting.

The evaluation team has 30 school days in which to complete a comprehensive assessment of the student’s educational needs. Once the evaluation is completed, a written report will be sent to the parents and an Individualized Education Program (IEP) Team meeting scheduled to review our findings, determine the student’s special education eligibility, discuss his/her needs, and develop an educational program to best meet those needs. Note that there is a provision for any team member to write a dissenting report if he/she does not agree with the final recommendation of the evaluation team or the decision of the IEP Team.

What is the IEP Team?

An Individualized Education Program (IEP) Team is established and must convene following the completion of an initial special education evaluation. The IEP Team comprises the final step in the school’s formal process of evaluating and reviewing a student’s educational needs in a fair and comprehensive manner, and is responsible for ensuring that an eligible student’s learning program meets his/her particular needs.

Parents are integral members of this team, and will be asked to provide insights into helping their child succeed. After reviewing the findings and recommendation of the Multidisciplinary Evaluation Team, the IEP Team will make a final determination regarding special education eligibility based on legal guidelines. It will then offer recommendations to address specific educational needs. When a student does qualify for support, an appropriate educational plan involving special education programs and services will be developed as a team and formalized in writing (i.e., the IEP).

When is an IEP Team meeting held?

An IEP Team meeting is held after the initial evaluation of a referred student is completed. For student’s eligible for special education services, such a meeting is also held annually to review progress toward annual goals and objectives written by the IEP Team, and following each re-evaluation of the student’s eligibility completed every three years (by law). The IEP Team meeting must be held at a mutually agreed upon time and place. However, if the parents are unable to attend the meeting for any reason, they still may provide input in other ways, such as verbally to other team members and/or in writing. An IEP Team meeting may also occur more often if a change in program is needed.

Who attends the IEP Team meeting?

1. A representative of the student’s school district, other than his/her teacher (unless excused from attending by the parent).
2. The student’s teacher(s), at least one of whom must be a regular education teacher (unless excused from attending by the parent).
3. A member of the evaluation team who will present the team’s written report and recommendation (unless excused from attending by the parent).
4. The student’s parents, who by law must be invited to be active participants in the meeting. Parent participation is very important, as they have considerable firsthand knowledge and insights concerning their child and his/her needs. If the IEP Team meeting time is inconvenient, it is the parents’ right to request a more agreeable time.
5. The student, if appropriate, and any other participant who may be invited by the parent or school district with prior notice (e.g., tutor, psychologist, advocate, friend). Typically, beginning at 7th grade, students are expected to attend and participate in their own IEP Team meeting. At age 18, the student attends and acts as his/her own representative.

What are the parents’ rights related to the IEP Team?*

Parents have a number of rights regarding the IEP Team process. These, among others, are listed in the Special Education Parent Handbook with Procedural Safeguards that was received when the evaluation consent form was signed. Some of these rights include the right to:

• be notified before an IEP Team meeting is held, and have the purpose of the meeting explained;
• be invited to the meeting, and involved in any decisions made concerning the student;
• be notified of others who are invited to the IEP Team meeting;
• have the IEP Team meeting scheduled at a mutually convenient time;
• have one or more parent-invited person(s) attend the meeting;
• have the student attend, if appropriate;
• participate in the development of the student’s IEP;
• review school records prior to the IEP Team meeting;
• receive a copy of the completed IEP.

*It should be noted that, at age 18, all parental rights are transferred to the student.

ADA                            Americans with Disabilities Act

ADHD                         Attention Deficit-Hyperactivity Disorder

ASD                            Autism Spectrum Disorder

CI                                Cognitive Impairment

CP                              Cerebral Palsy

EI                                Emotional Impairment

ECDD                         Early Childhood Developmental Delay

ECSE                          Early Childhood Special Education

FAPE                          Free Appropriate Public Education

HI                                Hearing Impaired

IDEA                           Individuals with Disabilities Education Act

IEP                              Individualized Education Program

IEPT                           Individualized Education Program Team

IQ                                Intelligence Quotient

ISD                              Intermediate School District

LD                               Learning Disability

LEA                             Local Education Agency

LRE                             Least Restrictive Environment

MET                            Multidisciplinary Evaluation Team

OHI                             Other Health Impairment

OM                              Orientation and Mobility

OT                               Occupational Therapist or Occupational Therapy

PI                                Physical Impairment

PLAAFP                     Present Level of Academic Achievement and Functional Performance

PT                               Physical Therapist or Physical Therapy

REED                          Review of Existing Evaluation Data (REED) and Evaluation Plan

SLI                              Speech and Language Impairment

SXI                              Severe Multiple Impairment

SSW                           School Social Worker

TBI                              Traumatic Brain Injury

TC                               Teacher Consultant

VI                                Visual Impairment

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder refers to a lifelong developmental disability that typically shows up before 30 months of age. It is a neurological disorder that interferes with the child’s development in the areas of thinking and reasoning, social skills, motor ability, and speech and language functioning. Such children are characterized particularly by a disturbance in the ability to relate appropriately to people, events and objects; significant language and/or communication problems; unusual responses to various sensory stimuli; and certain stereotyped or repetitive behavior patterns, movements, or preoccupations.

Cognitive Impairment (CI)

A cognitive impairment refers to a wide range of developmental delay, from mild to severe, and reflects comparable levels of difficulty in thinking or problem-solving ability, adaptive behavior skills, and achievement in reading and arithmetic. To be identified as a student with a cognitive impairment, a student must score at or below the 2nd percentile for his/her age on measures of intellectual ability, at or below the 6th percentile in both reading and math, and show some impairment of adaptive (i.e., functional) behavior.

Deaf or Hard of Hearing (DHH)

Students identified as being deaf or hard of hearing have a hearing loss that interferes with development and/or adversely affects their educational performance. It includes those who are “deaf” and are often unable to process language through hearing, with or without amplification, and those who are “hard-of-hearing” and have a permanent or fluctuating hearing loss, but are generally able to use hearing as the primary means of developing speech and language skills.

Early Childhood Developmental Delay (ECDD)

A child may be identified as having an early childhood developmental delay through 7 years of age if the primary delay does not fit with the criteria established for any of the other disability areas listed in this section, yet the child shows a delay in one or more areas of development equal to or greater than 1/2 of the expected development. Children who fall within this eligibility category are often those who manifest severe problems with language functioning, inappropriate behavior, or inappropriate affective responses to situations.

Emotional Impairment (EI)

An emotional impairment is identified when a student’s behavior problems seriously interfere with learning in the school environment, and these behaviors have been observed over an extended period of time. Such students often have trouble with self-control and are frequently, though not always, disruptive in the classroom. Their difficulties are so severe that they are deemed unable to profit from regular education learning experiences without special education support. To be formally identified as EI, it must be determined that such students’ problems are primarily affective in nature–that is, the behaviors reflect emotional responses that lead to poor choices–that are not solely the result of willful acts stemming from social maladjustment or oppositional defiant disorder (ODD). In addition, these students must exhibit one or more of the following behavior characteristics:

1) inability to develop and maintain satisfactory relationships with peers and school staff;

2) inappropriate behaviors or feelings under normal circumstances;

3) unhappy or depressed most of the time;

4) physical symptoms or fears that are related to personal or school problems.

Students identified as EI could also include those whose maladaptive behaviors are related to schizophrenia or similar disorders.

What is emotional impairment?

An Emotional Impairment (EI) entails manifestation of behavioral problems primarily in the affective domain, over an extended period of time, which adversely affect the student’s education to the extent that he/she cannot profit from regular learning experiences without special education support.

The term “emotional impairment” may also include persons who, in addition to the above characteristics, exhibit maladaptive behaviors related to schizophrenia or other similar disorders. However, the term does not include persons who are socially maladjusted, unless it is determined that such persons also have an emotional impairment.

Explanation of Terms

. . . manifestation of behavioral problems primarily in the affective domain . . .

The affective domain includes areas such as emotional stability and control, interaction and response to others, problem solving, ability to work with others, and self-control (anxiety, depression, low self-esteem).

. . . over an extended period of time . . .

This phrase means the student has a history of symptoms or characteristics reflecting an emotional impairment that have been exhibited for at least ninety days.

. . . which adversely affect the student’s educational performance . . .

This phrase refers to those EI characteristics which interfere primarily with academic performance and/or social functioning in the school setting to a significant degree. This criteria refers to the frequency, duration or intensity of a student’s behavior in comparison to peers–that is, the impairment must be pervasive (continuing over time) and intense (overt, acute, observable). The adverse effect may be indicated by either reduced work production in the classroom or by lowered academic achievement.

Note: Private evaluations/DSM-V diagnoses do not by themselves qualify a student for an educational emotional impairment.

What are the characteristics of an emotional impairment?

Inability to build or maintain satisfactory interpersonal relationships within the school environment:

This criterion means the student does not relate to others in an appropriate manner. Interpersonal relationships refer to a student’s actions and reactions to peers and adults within the school environment.

The student may exhibit behavior(s) similar to the following:

• Acts verbally or physically aggressive toward other students and/or adults
• Withdraws and isolates self physically and/or verbally from others
• Demonstrates fear of peers, teachers and/or adults
• Has no friends in the home, school and/or community setting
• Does not maintain socially-appropriate interactive behavior with others
• Acts emotionally unresponsive to people
• Exhibits inappropriate sexual behaviors
• Alienates others by seeking excessive approval
• Persistently demonstrates regressive behaviors when stressed

Students who exhibit these behavioral characteristics are typically very anxious in interpersonal situations and often react with avoidance, fear and/or withdrawal. Some students might unknowingly alienate others through their strong need for and seeking of attention stemming from poor self-esteem, or through various atypical ideas or behaviors stemming from poor reality testing.

Inappropriate types of behaviors or feelings under normal circumstances:

This criterion means the behaviors must be highly atypical for the situations in which they occur, with no observable reasons to explain their emergence. Such behaviors reflect intrapersonal issues, as opposed to understandable reactions to external circumstances. They may be potentially or actually harmful. Mere misconduct does not qualify a student in this category; nor would a student who is simply choosing not to comply meet this criteria.

The student may exhibit behavior(s) similar to the following:

• Over-reacts to everyday occurrences (i.e., rage, excessive laughter, hysterics)
• Exhibits catastrophic or panic reactions to everyday occurrences
• Demonstrates flat, distorted or excessive affect
• Exhibits self-abusive behaviors
• Exhibits delusions and/or hallucinations (auditory or visual), or thought disorders (i.e., obsessive thoughts, illogical thinking, dissociative thinking, or paranoia)
• Demonstrates extreme mood swings
• Exhibits inappropriate sexually-related behaviors
• Exhibits compulsive behaviors; or persistent, recurrent and intrusive behaviors

General pervasive mood of unhappiness or depression:

This criterion means a student must exhibit symptoms of depression, which typically involves changes in four major areas: affective, motivation, 3) physical/motor functioning, and 4) cognition. A pervasive mood is one that affects all aspects of a person’s functioning.

Affective:

• Isolates self from peers, adults or family when not appropriate
• Expresses feelings of worthlessness, helplessness, ineffectiveness or excessive guilt
• Displays extreme anger or frustration in spite of efforts to control anger
• Demonstrates hyperactivity (more generally with young children)
• Expresses feelings of extreme sadness and/or suicidal ideation

Motivation:

• Demonstrates loss of interest in new/familiar activities
• Shows a decline in academic performance
• Assumes failure will occur or simply refuses to attempt tasks

Physical/motor functioning (for no apparent medical reason):

• Demonstrates loss of appetite over a long term and significant weight loss,or increased appetite and corresponding weight gain
• Experiences insomnia or hypersomnia
• Shows deterioration of appearance
• Reports or exhibits on-going unsubstantiated medical problems
• Demonstrates psychomotor agitation or lethargy

Cognition:

• Experiences difficulty attending, thinking and concentrating
• Demonstrates overly-perfectionistic tendencies

Short-term or situational depression would not fit this criterion. Nor would a clinical diagnosis (DSM-V) of depression guarantee eligibility for an educational emotional impairment. The key is that a student’s education must be adversely affected to the point where he/she cannot profit from regular learning experiences without special education support.

Tendency to develop physical symptoms or fears associated with personal or school problems.

This criterion should be based on psychological or emotional factors that could be causing the symptoms interfering with school performance. Very few students with emotional impairment establish eligibility under this criterion. The most likely example would be a student experiencing school phobia. School phobia refers to a persistent refusal to go to school based on a significant underlying anxiety.

The student may exhibit physical symptoms such as the following:

• Facial tics, twitching, rocking head banging
• Somatic complaints (i.e. headaches, stomach aches, racing heart, diarrhea)

Or the student may exhibit fears involving the following:

• Persistent and irrational avoidance of a specific person, object or situation
• Intense, disabling anxiety often reaching panic proportions when a person, object or situation is approached

Under this criterion, physical symptoms are not under voluntary control. There must be positive evidence or a strong presumption that they are linked to psychological/emotional factors or conflict.

How is an emotional impairment determined?

A determination of emotional impairment (EI) eligibility is based on data provided by a multidisciplinary evaluation team, which includes a comprehensive evaluation by a psychologist or psychiatrist and a school social worker. Other participants and sources of information include the student, a parent, general education teacher, and sometimes a special education teacher.

When evaluating a student suspected of having an emotional impairment, the evaluation team must document of all of the following:

• Current ability and achievement levels
• The student’s performance and social-emotional functioning in the school setting, as well as his/her adaptive behavior within the broader community
• A systematic observation of the behaviors of primary concern which interfere with educational and social needs
• Any intervention strategies used to improve the behaviors, and the length of time they were utilized
• Relevant medical information, if any

After collecting the required information/data, the evaluation team must consider the following diagnostic assurance statements before making a recommendation regarding the student’s eligibility:

1. Over an extended period, the student has manifested problems primarily in the affective domain to the extent that he/she cannot benefit from learning experiences without special education support.
2. The problems are characterized by one or more of the following behaviors:

• An inability to build or maintain satisfactory interpersonal relationships within the school environment
• Inappropriate types of behaviors or feelings under normal circumstances
• A general, pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears in association with personal or school problems
• In addition to the above behaviors, this student exhibits maladaptive behaviors related to schizophrenia or similar disorders

3. The behaviors are not primarily the result of intellectual, sensory, health factors or social maladjustment.
4. The suspected disability is not due to limited English proficiency, or lack of instruction in math or the essential components of reading.
5. This student requires special education programs/services.

What does socially maladjusted mean?

Social maladjustment is conceptualized as a conduct problem. A federal district court accepted a definition of social maladjustment as “a persistent pattern of violating societal norms . . . a perpetual struggle with authority, easily frustrated, impulsive and manipulative” (Doe v. Sequoia Union High School District, N.D. Cal. 1987). Although these students are capable of behaving appropriately, they intentionally choose to break rules and violate norms of acceptable behavior. Socially maladjusted students view rule breaking as normal and acceptable. They do not take responsibility for their actions and often blame others for their problems.

Characteristics of social maladjustment

A key distinguishing feature between emotional impairment and social maladjustment is the degree of conscious self-control. Students with an emotional impairment (EI) are viewed as lacking the ability to control themselves. Their underlying problem is typically viewed as internalizing, such as affective disorders, elective mutism or separation anxiety disorder, which may indicate emotional impairment. By contrast, the behavior of a socially maladjusted student is viewed as intentional and is typically viewed as externalizing, such as conduct disorders or oppositional disorder which may indicate social maladjustment.

The behavior of a socially maladjusted student is motivated by self-gain and strong survival skills. They often engage in “purposive acts designed to garner attention, to intimidate others for material gain, to control turf, or to avoid responsible behavior” (Clarizio, 1992). Most demonstrate a lack of age-appropriate concern for their behavior and its effects on others, and they typically lack empathy. Anxiety is generally not related to the misbehavior of a socially maladjusted student, unless it is due to the fear of consequences. There is little remorse demonstrated for the actual misbehavior.

In addition, a socially maladjusted youth often displays behavior which may be highly valued within a small subgroup, but which may not be within the range of culturally-permissible behavior. Socialized or under-socialized forms of aggression may be a feature of social maladjustment.

Learning Disabilities (LD)

A specific learning disability is a disorder that affects a student’s ability to either process and interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways, but particularly result in learning problems related to understanding and using spoken or written language, which is reflected in difficulties with reading, writing, math, listening and/or speaking. There could also be secondary problems with coordination, self-control or attention. Students may be identified as having a learning disability when they demonstrate a significant weakness in one or more of the five areas mentioned above, along with an overall pattern of strengths and weaknesses that is consistent with such a determination.

What is a learning disability?

LD is a disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math.  [Source: National Institutes of Health, 1993]

A disorder in one or more of the basic psychological processes involved in understanding or using language, either spoken or written. Symptoms may include difficulties in ability to listen, think, speak, read, write, spell, or do math.  [Source: Mich. State Board of Education Revised Administrative Rules for Special Education, 1997]

What are the types of learning disabilities?

Academic Skills Disorders

Students with academic skills disorders are often far behind their classmates in developing reading, writing, or arithmetic skills. The diagnoses in this category include:

• Developmental reading disorder (basic reading skills, reading fluency, reading comprehension)
• Developmental writing disorder (written expression)
• Developmental arithmetic disorder (math calculation, math reasoning)

Many aspects of speaking, listening, reading, writing, and arithmetic overlap and build on the same brain capabilities. It is not surprising, then, that people can be diagnosed as having more than one area of learning disability. For example, the ability to understand language underlies learning to speak. Therefore, any disorder that hinders the ability to understand language will also interfere with the development of speech, which in turn hinders learning to read and write. A single gap in the brain’s operation can disrupt many types of activity.

Developmental Reading Disorder

This type of disorder, also commonly referred to as dyslexia, is quite widespread. In fact, reading disabilities affect 2 to 8 percent of elementary school children. When you think of what is involved in the “three R’s”–reading, ‘riting, and ‘rithmetic–it is amazing that most of us do learn them. Consider that to read, you must simultaneously:

• Focus attention on the printed marks and control eye movements across the page
• Recognize the sounds associated with letters
• Understand words and grammar
• Build ideas and images
• Compare new ideas to what you already know
• Store ideas in memory

A person can have problems in any of the tasks involved in reading. However, researchers have found that a significant number of children with reading disorders share an inability to distinguish or separate the sounds in spoken words. Some children have problems sounding out words, while others have trouble with rhyming games, such as rhyming “cat” with “bat.” Yet, scientists have found these skills fundamental to learning to read.

However, there is more to reading than recognizing words. If the brain is unable to form images or relate new ideas to those stored in memory, the reader can’t understand or remember the new concepts. That may lead to other types of reading disabilities, especially when the focus of reading shifts from word identification to comprehension.

Developmental Writing Disorder

Writing too, involves several brain areas and functions. The brain networks for vocabulary, grammar, hand movement, and memory must all be in good working order. If they are not, a developmental writing disorder may result from problems in any of these areas. For example, a child with a writing disability, particularly one with an expressive language disorder, might be unable to compose complete, grammatical sentences.

Developmental Arithmetic Disorder

Arithmetic involves recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts like place value and fractions. Any of these may be difficult for children with developmental arithmetic disorders, also called dyscalculia. Problems with number concepts or other basic math concepts are likely to show up early. Disabilities that appear in the later grades are more often tied to problems in reasoning.

Developmental Speech and Language Disorders

Speech and language problems are often the earliest indicators of a learning disability. People with developmental speech and language disorders have difficulty producing speech sounds, using spoken language to communicate, or understanding what other people say. Depending on the problem, the specific diagnosis may be:

• Developmental articulation disorder
• Developmental expressive language disorder
• Developmental receptive language disorder

 

Developmental Articulation Disorder (“Articulation”)

Children with this disorder may have trouble controlling their rate of speech. Or they may lag behind playmates in learning to make speech sounds. Developmental articulation disorders are common. They appear in at least 10 percent of children younger than age 8. Fortunately, articulation disorders are often outgrown or successfully treated with speech therapy.

Developmental Expressive Language Disorder (“Oral Expression”)

Some children with language impairments have problems expressing themselves in speech. Their disorder is called, therefore, a developmental expressive language disorder. This disorder can take many forms. For example, a 4-year-old who speaks only in two-word phrases and a 6-year-old who can’t answer simple questions have an expressive language disorder.

Developmental Receptive Language Disorder (“Listening Comprehension”)

Some people have trouble understanding certain aspects of speech. There’s a toddler who doesn’t respond to his name, a preschooler who hands you a bell when you asked for a ball, or a worker who consistently can’t follow simple directions. Their hearing is fine, but they can’t make sense of certain sounds, words, or sentences they hear. They may even seem inattentive. These people have a receptive language disorder. Because using and understanding speech are strongly related, many people with receptive language disorders also have an expressive language disability. [Of course, in preschoolers, some misuse of sounds, words, or grammar is a normal part of learning to speak. It’s only when these problems persist that there is any cause for concern.]

How is a learning disability determined?

As they grow, children reach certain “milestones” of development: the first word, the first step, and so forth. Both doctors and parents are watching for these developmental milestones, and learning disorders may be informally flagged by observing significant delays in the child’s skill development. A 2-year delay in the primary grades is usually considered significant.

While children can be informally flagged early on by using observation techniques, actual diagnosis of learning disabilities is usually made during the school years based on a variety of information sources, including individual standardized tests that compare the child’s achievement to that of his/her same-age peers. Test outcomes depend not only on the child’s actual abilities, but on the reliability of the test and the child’s ability to pay attention and understand the questions.

State Rules–eligibility criteria

The IEP (Individualized Education Program) Team may determine that a child has a specific learning disability if the child’s skills are significantly below age- and/or grade-expectation in one or more of the following areas:

• Basic reading (decoding) skills
• Reading fluency
• Reading comprehension
• Math calculation
• Math reasoning
• Written expression
• Oral expression
• Listening comprehension

Also, identified skill deficits may not be primarily the result of any of the following:

• A visual, hearing, or motor handicap
• Cognitive impairment
• Emotional disturbance
• Autism
• Environmental, cultural, or economic disadvantage

Finally, the child’s skill deficit(s) must be determined to be not correctable without special education programs or services (in other words, the child requires special education services in order to succeed educationally).

Procedures for determining a specific learning disability:

As of September 1, 2010, the Northview Public Schools has utilized an underachievement plus pattern of strengths and weaknesses (PSW) model for the determination of a specific learning disability, as these terms are defined below:

1. A student may be found to demonstrate inadequate achievement (i.e., a significant educational weakness) in basic reading, reading comprehension, reading fluency, math calculation, math reasoning, written expression, listening comprehension or oral expression, if his/her performance on an individually administered achievement measure of the skill area in question falls at or below the 10^th percentile based on national or local norms, and when provided with instruction appropriate for his/her age or State-approved grade-level standards.
2. A pattern of strengths and weaknesses is based on the following decision rules:
   1.  A “strength” or “weakness” is defined by use of the decision rules outlined on the Northview Public Schools’ Guidelines for Determining Specific Learning Disabilities — Pattern of Strengths and Weaknesses.
   2. A “pattern of strengths” means at least three separate assessment measures–one of which must include an individually-administered, norm-referenced or curriculum-based measure–within two or more assessment boxes, in at least one skill area, that are coded as strengths using the criteria identified in 2a.
   3. A “pattern of weaknesses” means at least three separate assessment measures–one of which must include an individually-administered, norm-referenced or curriculum-based measure–within two or more assessment boxes in the skill area of concern for the initial evaluation, or subsequent re-determination, of eligibility for specific learning disability.

* A PSW worksheet will be used to chart areas of strength and weakness as above.

In making a determination as to whether a student has or continues to have a specific learning disability, the District will also comply with all applicable federal regulations and State rules, including those addressing comprehensive evaluations, determination of the existence of a specific learning disability, observation of academic performance and behavior in the area(s) of difficulty, specific documentation for SLD eligibility determination, and re-evaluation requirements.

Related Links

LD Information

LD Online

Nat’l Center for Learning Disabilities

Other Health Impairment (OHI)

A student with a health impairment may have limited strength, energy, or alertness within the classroom to the extent that his/her performance and ability to learn in school is significantly hindered. It may include, but is not limited to: asthma, attention deficit disorder, diabetes, epilepsy, sickle cell anemia, leukemia, and other health conditions. Determination of eligibility must be based on and documented by an evaluation by a physician. Further, as with other eligibility categories, it must be demonstrated that the student requires special education support in order to succeed educationally.

What is an other health impairment?

Other Health Impairment (OHI) refers to a health related condition or disorder that adversely affects a student’s ability to participate or progress in the general education setting or curriculum. It can be due to chronic or acute health problems such as asthma, attention deficit disorder, diabetes, epilepsy, heart condition, lead poisoning, leukemia, and sickle cell anemia, for example. The student with a health impairment will have limited strength, vitality, or alertness to the educational environment that adversely impacts his/her educational performance.

[Source: Source: Mich. State Board of Education Revised Administrative Rules for Special Education, June, 2002]

How is an other health impairment determined?

Educational deficits of students with a health impairment often do not fall clearly into specific categories–such as language, academic, behavioral or physical. They may exhibit global deficiencies across all educational categories or they may have very specific limitations given certain situations or subjects. Indicators of an Other Health Impairment may or may not be observable.

A student with an Other Health Impairment has a condition that adversely impacts his educational performance or academic skill acquisition. Such a condition may include: a heightened awareness to environmental stimuli that results in difficulties starting, staying on and completing tasks; or difficulties with making transitions between tasks, interacting with others, following directions, producing work consistently, organization, and/or following multi-step directions. A student may also have long periods of absences due to their health condition, and there may be significant side effects of the medication they are taking that would interfere with their academic progress.

State Rules–eligibility criteria

The IEP (Individualized Education Program) Team may determine that a child has an Other Health Impairment (OHI) if:

– Due to a chronic or acute health problem, the student manifests limited strength, vitality, or alertness to the educational environment that adversely impacts his/her educational performance

– The suspected disability is not due to limited English proficiency, or lack of instruction in math or the essential components of reading

– The student requires special education programs and services

Assessment

In order to receive or continue receiving special education services, a student must be identified as Other Health Impaired and in need of special education. To make that determination, first a physician must observe, diagnose, and document a chronic or acute health condition. Once an acute and/or chronic health condition has been determined, the impact of this condition on the student’s educational performance must be assessed. A comprehensive evaluation should include consideration or assessment of:

• • Parent information–written and/or information obtained in person (i.e., orally)
  • Education history–cumulative file review, teacher progress reports, group achievement test results, etc.
  • Medical history–all reports pertaining to past and current health status
  • Academic status–within general education setting, course grades, current progress
  • Observations–academic performance and classroom behavior during activities related to or impacted by the area(s) of suspected disability
  • Behavior/adaptive functioning–formal or informal assessment of the student’s adaptive functioning and/or social-emotional functioning
  • Achievement–assessment of academic skills to measure continued progress or skill acquisition level

Related links:

National Association of Special Education Teachers
National Association of Special Education Parents

Physical Impairment (PI)

A physical impairment refers to a severe orthopedic or physical challenge that significantly affects a student’s ability to learn in a school environment. Some such students may have congenital anomalies such as the absence of a limb, be afflicted with cerebral palsy or muscular dystrophy, or have some other impairment that results in problems with mobility and/or physical dexterity. Special materials and equipment are often necessary for such students.

Severe Multiple Impairment (SXI)

A severe multiple impairment entails significantly below average cognitive development, along with one or more additional disability(-ies) in some physical domain (hearing, visual, physical, medical health). Given the nature and multiplicity of these students’ disabilities, they are often best served in specialized programs that provide a wide range of services and resources.

Speech and Language Impairment (SLI)

A speech and language impairment refers to a communication disorder that significantly interferes with the student’s educational performance. It includes impairments in language functioning (ability to understand and/or use language effectively), articulation (ability to produce sounds correctly), fluency (stuttering), and/or voice (inappropriate pitch, loudness or vocal quality). Students may be identified as having a language disorder when there is a severe discrepancy between their intellectual ability and their receptive or expressive language functioning. Such students may appear to be easily confused, use nonspecific generic labels, require more time to answer questions, or require verbal repetition.

Traumatic Brain Injury (TBI)

A traumatic brain injury is caused by a severe external blow to the head, and may result in significant problems with learning, social functioning, and physical functioning. Such students experience difficulties in one or more areas, including thinking and reasoning, language and communication, memory, behavior (judgment), and attention.

Visual Impairment (VI)

A visual impairment may be determined when the vision loss, even when corrected, interferes with the student’s development and/or negatively affects his/her learning in school. It includes visual problems ranging from partial sight to blindness.