Name: Jazmyn Buschmann

SED 341: Procedures

13 Areas of Eligibility for Special Education Services

Learning  If the student doesn’t meet grade-level standards or show
Disability significant progress by the State in one or more of these certain
areas. Whether it be, oral or written expression, listening
(14 aspects) comprehension, basic readings skills, fluency, and comprehension,
or mathematical problem solving and calculations. The student
may also show patterns of ups and downs in either performance,
achievement, or both. (1-11)
 There needs to be proof provided that show the findings are not
due to visual, motor, or hearing disabilities, an intellectual
impairment, an emotional disturbance, environmental, cultural, or
economic factors, or the lack of English proficiency. (12)
 There needs to be data provided by a qualified professional, as
well as documentation of assessments that the student has taken to
show their progress, to prove that the disability is not a
misconception due to poor instruction. (13)
 Before the referral process and before the students can be
evaluated. (14)
Cognitive  The student’s scores on intellectual assessments are below a 70,
Impairment during the developmental stages. (1)
 Depending on age or mental age appropriate, the student is in the
(6 aspects) lowest 6th percentile for standardized tests for reading and
arithmetic. (2)
 There is a lack of cognitive development, impairment in their
social, conceptual, and practical skills that impacts their
educational performance. (3-5)
 The student has to receive a full and individual evaluation by the
team, with a psychologist. (6)
Speech &  Language impairment in one or more areas of phonology,
Language morphology, syntax, semantics, and pragmatics. (1-5)
Disorder  Impairment with articulation displayed with omissions,
(8 aspects) substitutions, or distortions of words, phrases, or sounds. (6)
 Impairment in fluency that interferes with communication that can
result in an abnormal rate of speech, interruptions, or repetitions of
sounds, words, or phrases. (7)
 A voice impairment resulting in abnormal pitch, loudness, or
quality. (8)
Visual  Student may have a visual impairment even after corrections that
Impairment impacts their educational performance, whether it be, partial sight
or blindness. (1)
(5 aspects)  Student has vision from a point of 20 feet, when the average
person sees from 70 feet, he students peripheral vision doesn’t
exceed past 20 degrees, or the student has a deteriorating eye
condition diagnosis. (2)
 Student needs a full and individual evaluation with an optometrist
or ophthalmologist. (3)
 If the student cannot be tested accurately for a visual impairment,
then a certified visual impairment teacher can assess the student.
(4)
 Evaluation can be made by a mobility or orientation specialist if
the student has a 20 degree filed of peripheral vision or a low
vision of 20/200. There needs to be documentation of the
procedures and the training process. (5)
Hearing  Any student who is “hard of hearing” that can still hear more than
Impairment person who is deaf. The student’s language and speech
communication is effected by their hearing loss. (1)
(1 aspect)
Deaf-Blind  May not meet both requirements of hearing or vison loss, yet,
(3 areas) together they impair the student’s educational performance.
 Through evaluation and observation student shows a poor response
through hearing and vision loss.
 Assessment data needs to be collected by a medical specialist in
the fields of; ophthalmology, optometrist, audiologist,
otolaryngologist, or family physician.
Traumatic  Injury to brain that was not caused during birth that causes total or
Brain Injury partial functional disability. (1)
 Shows concern in behavior, attention, memory, cognition, speech
(11 aspects) and language, reasoning, physical mobility, and when processing
information. (2-11)

Autism  Show concern within two or more of the following areas:

Spectrum  Impairment in nonverbal communication, self-expression,
pragmatics, and social-emotional communication (eye-contact,
Disorder conversation, and facial expression). (2-5)
(14 aspects)  Lack of creative imagination in dramatic play, which can also
cause failure to develop peer relationships. (6-7)
 A delay or lack of speech and communication, resulting in
repetitive sounds, actions, words, or phrases.(8-9)
 Displays obsessive patterns of interest and intensified focus and
abruptly brings attention to themselves in relation to their interests.
 Student cannot have prior diagnosis of an emotional impairment.

Emotional  Student shows concern with progressive learning in their

Impairment educational experience in one or more areas over a period of time.
 Students may struggle to form relationships and act
(7 aspects)
 inappropriately under certain situations.
 Student may appear to show interfering moods of depression
within the school and community.
 There may be physical symptoms evident from their personal
stress factors.
 Student cannot be diagnosed under “acting” as if they had a
disability, unless they have an emotional impairment.
 Student’s whose behaviors are caused by other health, sensory, or
cognitive factors cannot be considered.

Early  Consists of a student that doesn’t obtain nay other disabilities that
Childhood is under the age of seven.
 Displays delay in one or more areas of development that is equal
Developmenta to or greater that half of what is expected.
l Delay
(2 aspects)
Other Health  Student displays limited strength, alertness, or lifelines to their
Impairment surroundings and it impacts their educational performance.
 Student may be diagnosed with any of the following: asthma,
(14 aspects) ADD, ADHD, diabetes, epilepsy, heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, or sickle-cell
anemia.
Physical  Student’s educational performance is impacted by sever orthopedic
Impairment impairment.
 Could be caused by: a congenital disorder due to disease or
(2 aspects) impairments from other physical related diagnoses.
Severe  Student shows multiple impairments that are severe and their
Multiple development is 2-3 standard deviations below average.
 Whether it be a combination at least 2 of the following: a visual,
Impairment
physical, health, or hearing impairment.
(4 aspects)