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Intellectual
Disability Definition:
Intellectual disabilities refer to significantly subaverage general
intellectual functioning* which exists concurrently with deficits in
adaptive behavior that adversely affects educational performance and
originates before age 18. [34 C.F.R § 300.8(c)(6)] Intellectual
disability does not include conditions primarily due to a sensory or
physical impairment, traumatic brain injury, autism spectrum disorders,
severe multiple impairments, cultural influences or a history of
inconsistent and/or inadequate educational programming.
(a)
Significantly subaverage general intellectual functioning is defined
as approximately 70 IQ or below as measured by a qualified
psychological examiner on individually administered, nationally
normed standardized measures of intelligence.
(1) All IQ
scores defining eligibility for children with intellectual
disabilities shall be interpreted as a range of scores
encompassed by not more than one standard error of measurement
below and above the obtained score. The standard error of
measurement for a test may be found in the technical data
section of the test manual.
(2) Any
final determination of the level of intellectual functioning
shall be based on multiple sources of information and shall
include more than one formal measure of intelligence
administered by a qualified psychological examiner. There may be
children with IQ scores below 70 who do not need special
education. Interpretation of results should take into account
factors that may affect test performance such as socioeconomic
status, native language, and cultural background and associated
disabilities in communication, sensory or motor areas.
(i).
Significantly subaverage intellectual functioning must be
verified through a written summary of at least one
structured observation that demonstrates the child’s
inability to progress in a typical, age appropriate manner
and with consideration for culturally relevant information,
medical and education history.
(b)Deficits in
adaptive behavior are defined as significant limitations in a
child’s effectiveness in meeting the standards of maturation,
learning, personal independence or
social
responsibility, and especially school performance that is expected
of the individual's age-level and cultural group, as determined by
clinical judgment.
(1) The child
demonstrates significantly subaverage adaptive behavior in
school and home, and, if appropriate, community environments.
These limitations in adaptive behavior shall be established
through the use of standardized adaptive behavior measures
normed on the general population, including people with
disabilities and people without disabilities. On these
standardized measures, significant limitations in adaptive
behavior are operationally defined as performance that is at
least two standard deviations below the mean of either (a) one
of the following three types of adaptive behavior: conceptual,
social, or practical, or (b) an overall (composite) score on a
standardized measure of conceptual, social, and practical
skills. Documentation must include information from at least two
sources. The first source shall be someone from the local school
who knows the child and the second source shall be someone who
knows the child outside of the school environment such as a
parent, guardian, or person acting as a parent.
(i).
Interpretation of results should consider the child’s
cultural background, socioeconomic status and any associated
disabilities that may limit or impact the results of the
adaptive behavior measures.
(c) Deficits in intellectual functioning and adaptive behavior must
have existed prior to age 18.
(d) A child must not be determined to be a child with an
Intellectual Disability if the determinant factor for that
determination is:
1. Lack of
appropriate instruction in reading, including the essential
components of reading instruction;
2.Lack of
appropriate instruction in math;
3. Lack of
appropriate instruction in written expression;
4. Limited
English proficiency;
5. Visual,
hearing or motor disability;
6. Emotional
disturbances;
7. Cultural
factors;
8.
Environmental or economic disadvantage; or
9.Atypical
educational history (multiple school attendance, lack of
attendance, etc.).
Moderate intellectual disability (MOID).
(1) Intellectual functioning ranging from an upper limit of
approximately 55 to a lower limit of approximately 40; and
(2) Deficits in adaptive behavior that significantly limit a child’s
effectiveness in meeting the standards of maturation, learning,
personal independence or social responsibility, and especially
school performance that is expected of the individual’s age-level
and cultural group as determined by clinical judgment.
Severe intellectual disability (SID).
(1) Intellectual functioning ranging from an upper limit of
approximately 40 to a lower limit of approximately 25; and
(2)
Deficits in adaptive behavior that significantly limit a child’s
effectiveness in meeting the standards of maturation, learning,
personal independence or social responsibility and especially school
performance that is expected of the individual’s age-level and
cultural group as determined by clinical judgment.
Profound intellectual disability (PID).
(1) Intellectual functioning below approximately 25; and
(2) Deficits in adaptive behavior that significantly limit a child’s
effectiveness in meeting the standards of maturation, learning,
personal independence or social responsibility and especially school
performance that is expected of the child's age-level and cultural
group, as determined by clinical judgment.
For information regarding Eligibility for Intellectually Disabled
services please refer to the Georgia Department of Education Rules and
Regulations:
http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.05.pdf
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