Does the student have a
learning impairment or delay in learning of sufficient magnitude to cause
performance to fall at or below –1.5 standard deviations from the means of a
test of intellectual ability and show concurrent deficits in adaptive behavior?
Does the student have a
specific learning disability as a result of a disorder in one or more of the
basic psychological processes involved in understanding or in using language,
spoken or written, which may manifest itself in the imperfect ability to
listen, think, speak, or do mathematical calculations demonstrated by a 1.5
standard deviation discrepancy between ability and expected levels of
performance?
Or…
Does the student have a
specific learning disability which manifests as an imperfect ability to read
fluently (for example), demonstrated by a lack of response to increasing levels
of intervention using scientific research-based instruction?
Is the disability
primarily the result of a visual, hearing, or motor handicap; learning
impairment; emotional disturbance; or environmental, cultural, or economic
disadvantage or limited English proficiency?
Does the student have a
visual impairment, as evaluated by an optometrist or ophthalmologist
demonstrated by central visual acuity that is 20/70 or worse in the better eye
with correction, or a peripheral field that subtends an angle not greater than
20 degrees at its widest diameter?
Is the student diagnosed
as having deafness or being hard of hearing, as determined by an audiologist, otologist, or otolaryngologist, demonstrated by a 25
decibel HL threshold (ANSI, 69) or worse for one or more of the frequencies
250-8000HZ, in one or both ears?
Does the student have a
speech or language impairment diagnosed by a licensed speech-language
pathologist demonstrated by a significant deficit in listening comprehension
that is at least 2.0 standard deviations from the test means on one or more
measures of auditory processing or comprehension of connected speech; or in
oral expression?
Voice
Has an otolaryngologist
identified that treatment is indicated for a vocal pathology or speech related
medical condition, and abnormal vocal characteristics in pitch, quality,
nasality, volume or breath support, which persists for
at least one month?
(Questions
will also need to be asked for fluency, articulation and oral discourse, as
needed. Let the regulation specificity
lead you through the design of the question)
Does the student have an
orthopedic impairment, a result of congenital anomaly, disease, or other
condition identified by a licensed physician as to the existence of the orthopedic
impairment and its effect on the student’s ability to function?
Does the student have a
chronic or acute health impairment demonstrating limited strength, vitality or alertness,
including a heightened alertness to environmental stimuli, that results in
limited alertness with respect to the educational environment, diagnosed by a
professional whose licensure authorizes him or her to offer an opinion on the
existence of the specific condition suspected
and who has specific training and experience in diagnosing and
recommending treatment for the condition to be an other health impairment and
its effect on the student’s ability to function?
Does the student have an
emotional disturbance exhibiting one or more of the following characteristics
over a long period of time and to a marked degree as identified by a licensed
psychologist or psychiatrist?
(i)
An inability to learn that cannot be
explained by intellectual, sensory or health factors.
(ii)
An inability to build or maintain
satisfactory interpersonal relationships with peers and teachers.
(iii)
Inappropriate types of behaviors or
feelings under normal circumstances.
(iv)
A general pervasive mood of unhappiness or
depression.
(v)
A tendency to develop physical symptoms or
fears associated with personal or school problems.
Does the student have an autism
spectrum disorder, significantly affecting verbal and non-verbal communication and
social interaction, (generally evident before age three), as diagnosed by a
licensed psychologist and/or medical physician who has training and experience
in understanding autism spectrum disorders and other developmental disorders?
Does the student have a
traumatic brain injury caused by an external physical force, or by an internal
occurrence such as a stroke or aneurysm, resulting in total or partial
functional disability or psychosocial impairment, or both, identified by a licensed
physician, as to its effect on the student’s ability to function?
Does the student have
deaf-blindness, concomitant hearing and visual impairments, which causes severe
communication and other developmental and educational needs that cannot be
accommodated in special education programs solely for children with deafness or
children with blindness?
Does the student have
multiple-disabilities, concomitant impairments, resulting in severe educational
needs that cannot be accommodated in special education programs solely for one
of the impairments?