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Special Education
Van Dyke Public Schools
Special Education Categories
1. Autistic Impairment
2. Cognitive
Impairment
3.
Early Developmental Delay
4. Emotional
Impairment
5. Hearing Impairment
6. Other Health
Impairment
7. Specific Learning
Disability
8.
Speech-Language Impairment
9. Traumatic Brain
Injury
10. Visual Impairment
11. Physical Impairment
12. Severe Multiple Impairment
Special Education Forms
Categories
1.
Autistic Impairment
Michigan Rule 340.1115: Autism
Autism Eligibility Standards
include:
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Evidence that the MET included a psychologist
or a psychiatrist. R340.1715(4)
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Evidence that the MET included an authorized
provider of speech and language services under Rule
340.1745(d). R340.1715(4)
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Evidence that the MET included a school social
worker. R340.1715(4)
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Evidence of disturbance in the rates and
sequences of cognitive, affective, psychomotor, language and
speech development R340.1715(1)
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Evidence of disturbance in the capacity to
relate appropriately to people, events, and objects.
R340.1715(2)(a)
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Evidence of the absence, disorder, or delay of
language, speech, or meaningful communication R340.1715(2)(b)
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Evidence of unusual or inconsistent response
to sensory stimuli in one or more of the following: sight,
hearing, touch, pain, balance, smell, taste, or the way a
student holds his/her body R340.1715(2)(c)(i-iii)
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Evidence that the student demonstrates
insistence on sameness as shown by stereotyped play patterns,
repetitive movements, abnormal preoccupation, or resistance
to change. R340.1715(2)(d)
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Evidence of the absence of characteristics of
schizophrenia such as delusions, hallucinations, loosening of
associations and incoherence. R340.1715(3)
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2. Cognitive Impairment
Michigan Rule 340.1705: Cognitive Impairment
Cognitive Impairment Eligibility
Standards include:
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Evidence that the MET included a psychologist.
R340.1705(2) |
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Evidence of lack of development primarily in
the cognitive domain. 340.1705(1)(c) .
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Evidence of an impairment of adaptive
behavior. R340.1705(1 )(d)
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Evidence that the impairment adversely affects
the student's educational performance. . R340.1705(1 )(e)
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Evidence that intellectual assessment
determines development at a rate at or below 2 standard
deviations below the mean. R340.1705(1 )(a)
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Evidence of scores approximately within the
lowest 6 percentiles on a standardized test in reading. This
requirement does not apply if the student is not of an age,
grade or mental age appropriate for formal or standardized
achievement testing. R340.1705(1 )(b)
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Evidence of scores approximately within the
lowest 6 percentiles on a standardized test in arithmetic.
This requirement does not apply if the student is not of an
age, grade or mental age appropriate for formal or
standardized achievement testing. R340.1705(1)(b)
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3. Early
Childhood Developmental Delay
Michigan Rule 340.1711: Early
Childhood Developmental Delay
Early Childhood Developmental
Delay Eligibility Standards include:
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Evidence that the child is older than 7 years
of age (not reached 8th birthday). R340.1711 (1) |
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Evidence exists that a single impairment
cannot be differentiated through existing criteria for other
impairment areas as listed below: R340.1711 (1):
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R340.1705 - Cognitive Impairment (CI)
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R340.1706 - Emotional Impairment (EI)
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R340.1707 - Hearing Impairment (HI)
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R340.1708 - Visual Impairment (VI)
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R340.1709 - Physical Impairment (PI)
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R340.1709a - Other Health Impairment (OHI)
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R340.17010 - Speech and Language Impairment (SLI)
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R340.1713 – Specific Learning Disability (LD)
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R340.1714 - Severe Multiple Impairment (SXI)
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R340.1715 - Autism (AUT)
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R340.1716 - Traumatic Brain Injury (TBI)
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Evidence of a delay in one or more areas of
development equal to or greater than one-half (1/2) of the
expected development for chronological age. R340.1711 (1)
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This definition does not preclude
identification of a child through existing criteria within
rules R340.1705 to R340.1710 or R340.1713 to R 340.1716.
R340.1711(1)
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4. Emotional Impairment
Michigan Rule 340.1706: Emotional
Impairment
Emotional Impairment
Eligibility Standards include:
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Evidence that the MET included
a psychologist or psychiatrist R340.1706(5)(a) and a school
social |
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worker R340.1706(5)(b) |
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Evidence that documents the
student's performance in the educational setting and in other
settings, such as adaptive behavior within the broader
community R340.1706(4)(a) |
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Documentation of the
systematic observations of the behaviors of primary concern
that interfere with educational and social needs. R340.1706(
4)(b) |
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Documentation of the
intervention strategies used to improve the behaviors, and
the length of time the strategies were utilized.
R340.1706(4)(c) |
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Documentation of the review
of medical information {diagnoses, currently prescribed
medications, etc for relevancy, if any {to behavior}.
R340.1706(4)(d) |
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Evidence of behavioral
problems primarily in the affective domain. R340.1706(1)
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Evidence that behavioral
problems were manifested over an extended period of time
R340.1706(1) |
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Evidence that behavioral
problems adversely affect the student's education to the
extent that the person cannot profit from learning
experiences without special education support. R340.1706( 1 ) |
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Evidence that the problems
result in behaviors manifested by one or more of the
following:
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Inability to build or
maintain satisfactory interpersonal relationships within
the school environment. . Inappropriate types of
behaviors or feelings under normal circumstances. |
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General pervasive mood of
unhappiness; or depression. |
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Tendency to develop
hysical symptoms or fears associated with personal or
school problems. R340.1706(1 )(a)-(d) |
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Emotional impairment also
includes students who, in addition to the above
characteristics, exhibit maladaptive behaviors related to
schizophrenia or similar disorders. R340.1706(2) |
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The term "emotional
impairment" does not include persons who are socially
maladjusted, unless it is determined that the persons haven
an emotional impairment. R340.1706(2) |
5. Hearing Impairment
Michigan Rule 340.1707: Hearing
Impairment
Hearing Impairment Eligibility
Standards include:
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Evidence that the MET included an
otolaryngologist or otologist R340.1707(2)
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Evidence that the MET included an audiologist.
R340.1707(2).
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The student has a hearing loss of the type of
decree characterized as:
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1. Deaf - a hearing loss so severe that
the student is impaired in processing linguistic information
through hearing, with or without amplification. R340.1707(1).
2. Hard of Hearing - Permanent or
fluctuating hearing loss which is less severe than deafness and
generally permits the use of the auditory channel as the
primary means of developing speech and language skills.
R340.1701 (1)
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The hearing impairment does one or both of the
following:
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Evidence of any type or degree of hearing loss
that interferes with development, or adversely affects
educational performance in a regular classroom setting.
R340.1707(1) |
6. Other Health Impairment
Michigan Rule 340.1709A: Other
Health Impairment
Other Health Impairment
Eligibility Standards include:
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Evidence that the determination of disability
is based upon a comprehensive evaluation by a
multidisciplinary evaluation team which shall include 1 of
the following persons: an orthopedic surgeon, intemist,
neurologist, pediatrician, or an other approved physician as
defined by 1978 P A 368, MCL 333.1101 et seq. R340.1709a(2)
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Evidence that the student has limited
strength, vitality or alertness, including a heightened
alertness to environmental stimuli which results in limited
alertness with respect to the educational environment.
R340.1709a( 1 )
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Evidence that both of the following provisions
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1. Evidence that the limited strength,
vitality or alertness is due to a chronic or acute health
problems such as any of the following:
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Asthma
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Attention Deficit Disorder
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Attention Deficit Hyperactivity Disorder
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Diabetes
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Epilepsy
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Heart Condition
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Hemophilia
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Lead Poisoning
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Leukemia
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Nephritis
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Rheumatic Fever
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Sickle Cell Anemia
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2. Evidence that the impairment
adversely affects the student's educational performance.
R340.1709a(1 )(b)
7. Specific Learning
Disability
Michigan Rule 340.1713: Specific
Learning Disability
Specific Learning Disability
Eligibility Standards include:
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Evidence that the evaluation included the
child's general education teacher, or, if the child does not
have a general education teacher, a general education teacher
qualified to teach a student of his/her age or, for a child
less than school age, an individual qualified by the state
educational agency to teach a child of his/her age.
R340.1713(7)(a)
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Evidence that one person qualified to conduct
individual diagnostic examinations of children, such as a
school psychologist, an authorized provider of speech and
language or teacher consultant was included as a member.
R340.1713(7)(b)
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Evidence that the child does not achieve
commensurate with age and ability levels when the child has
been provided with learning experiences appropriate for age
and ability levels. R340.1713(2)
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Evidence of a severe discrepancy between
intellectual ability and achievement was found in one or more
of the following:
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1.
oral expression,
2. listening comprehension,
3. written expression,
4. basic reading skill,
5. reading comprehension,
6. mathematics calculation,
7. mathematics reasoning. R340.1713(2)(a-g)
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Evidence that the severe discrepancy was not
correctable without special education services.
R340.1713(5)(f)
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Evidence of an observation of the student's
academic performance in the general education classroom
setting by a team member other than the student's general
education teacher. For a child less than school age or out of
school, evidence that an IEPT member observed the child in an
environment appropriate for a child of that age. R340.1713(4)
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Evidence of the relevant behaviors noted
during the observation and the relationship of that behavior
to the student's academic functioning. R340.1713(5)(c-d)
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Evidence that the team determined the effects
of environmental, cultural or economic disadvantage.
R340.1713(5)(g)
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Evidence that the severe discrepancy is not
primarily the result of one or more of the following: a
visual, hearing or motor impairment, cognitive impairment,
emotional impairment, autism or environmental, cultural, or
economic disadvantage. R340.1713(3)(a-e).
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Evidence of a statement of educationally
relevant medical findings, if any. R340.1713(5)(e)
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Evidence of a team report, which contains a
recommendation of specific learning disability eligibility,
and the basis for making this recommendation. R340.1713(5)(a)
and R340.1713(5)(b) |
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Evidence that the IEPT members certified, in
writing, whether the report reflects his or her conclusion.
If the report does not reflect his/her conclusion, evidence
that the team member did submit a separate statement
presenting his or her conclusion. R340.1713(6). (Signature of
agreement or disagreement are gathered on Page 1 of the
Eligibility Report).
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8. Speech-Language
Impairment
Michigan Rule 340.1710: Speech and
Language Impairment
Speech and Language Impairment
Eligibility Standards include:
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Evidence that the MET included a teacher of
students with speech and language impairment or a speech and
language pathologist qualified under R340.1792. R340.1710(5)
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Evidence of a communication disorder in one or
more of the following areas that adversely affect educational
performance: R340.1710(2)
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1. Evidence of an articulation
impairment, including omissions, substitutions or distortions
of sound, persisting beyond the age at which maturation alone
might be expected to correct the deviation. R340.1710(2)(b)
2. Evidence of a voice impairment
including inappropriate pitch, loudness or voice quality.
R340.1710(2)(d)
3. Evidence of a fluency impairment,
including an abnormal rate of speaking, speech interruptions,
and repetition of sounds, words, phrases or sentences, that
interferes with effective communication. R340.10(2)(c)
4. Evidence of a language impairment
which interferes with the student's ability to understand and
use language effectively which includes one or more of the
following: phonology, morphology, syntax, semantics,
pragmatics R340.1710(2)(a)(i-v)
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Evidence of test results on not less than two
standardized assessment instruments or 2 sub tests designed
to determine language functioning which indicate
inappropriate language functioning for the student's age.
R340.1710(3)(b)
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Evidence of a spontaneous language sample
demonstrating inadequate language functioning.
R340.1710(3)(a)
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Evidence that one or more of the above
impairments adversely affects the student's educational
performance. R340.1710(1)
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9. Traumatic Brain Injury
Michigan Rule 340.1716: Traumatic
Brain Injury
Traumatic Brain Injury Eligibility
Standards Include:
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Evidence of a comprehensive evaluation by a
multidisciplinary evaluation team, which shall include an
assessment from a family physician or any other approved
physician as defined in 1978 PA 368, MCL 333.1101 et seq.
R340.1716(3) |
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Evidence of an acquired injury to the brain
which is caused by an external physical force. Rule
340.1716(1 ) |
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Evidence that the injury resulted in either
total or partial functional disability or psychosocial
impairment, or both. Rule340.1716(1)
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Evidence that the injury adversely affects a
student's educational performance. R340.1716(1)
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Evidence that the open or closed head injuries
resulted in impairment in one or more of the following: .
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1. Cognition.
2. Language.
3. Memory.
4. Attention.
5. Reasoning.
6. Behavior.
7. Physical functions.
8. Information processing.
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Evidence that the brain injuries are NOT
congenital or degenerative or induced by birth trauma.
R340.1716(2) |
10. Visual Impairment
Michigan Rule 340.1708:
Visual Impairment
Visual Impairment Eligibility
Criteria:
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Evidence that the MET included an
ophthalmologist or optometrist. R340.1708(2)
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Evidence (if a student cannot be tested
accurately for acuity) that functional visual assessments
conducted by a teacher certified in visual impairment were
used 9in addition to the medical evaluation) to determine
impairment. R340.1708(3)
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Evidence that the visual impairment interferes
with development or adversely affects educational
performance. Visual impairment includes both partial sight
and blindness. R340.1708(1 )(a)
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Evidence to verify one or more of the
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1. central vision acuity for near or far
point vision of 20/70 or less in the better eye after
refractive correction. R340.1708(1 )(b)(i) or a peripheral
field of vision restricted to not more than 20 degrees.
R340.1708( 1 )(b )(ii) or a diagnosed progressively
deteriorating eye condition. R340.1708(1)(b)(iii)
2. For students who have a visual acuity of
20/200 or less after routine refractive correction or who
have a peripheral field vision restricted to no more than 20
degrees:
3. Evidence of evaluation by an
orientation and mobility specialist, and
4. Evidence that the O&M report
contains a set of recommended procedures to be used by a
mobility specialist or a teacher of the visually impaired in
conduction orientation and mobility training activities.
R340.1708(4)
- Legally Blind (Michigan Policy):
- Reference
http://www.mfia.state.mLus/mcbNocRehab
policv manual.asp
- FAMILY INDEPENDENCE AGENCY - MICHIGAN
COMMISSION FOR THE BLIND
- VOCATIONAL REHABILITATION SERVICES POLICY
MANUAL- STATE OF MICHIGAN
- Eligible Individuals: Individuals with a
disability and requiring vocational rehabilitation to prepare
for, enter, engage in or retain gainful employment will be
considered eligible. In the specific case of the Michigan
Commission for the Blind the definition of disability only
includes individuals with a visual acuity of 20/200 or less
in the better eye with best correction; or a limitation of
the field of vision not greater than 20 degrees; or a visual
acuity of 20/100 in the better eye with a deteriorating
condition as a primary disability. Individuals may have other
conditions (secondary disabilities) which will be taken into
consideration when determining their eligibility for
services. Blind/deaf individuals and individuals who are
blind as a result of Traumatic Brain Injury are classified
under federal guidelines as special categories. However, they
are still considered blind by the Michigan Commission for the
Blind.
Federal Definition of Disability not in
Michigan Rules:
Deaf-Blindness means concomitant hearing and
visual impairments, the combination of which causes such severe
communication and other developmental and educational needs
that they cannot be accommodated in special education programs
solely for children with deafness or children with blindness.
IDEA 34 CFR 300.7(c)(2).
11. Physical Impairment
Michigan Rule
340.1709: Physical (Orthopedic) Eligibility:
Eligibility
Standards include:
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Evidence that the MET includes assessment data
from an orthopedic surgeon, internist, pediatrician, or
another approved physician as defined in 1978 PA 368, MCL
333.1101 et seq. R340.1709(2)(a-e).
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Evidence that the student has a severe
orthopedic (physical) impairment. R340.1709(1).
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Evidence that the physical impairment
adversely affects educational performance R340.1709(1).
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12.
Severe Multiple Impairment
Michigan Rule 340.1714: Severe Multiple Impairment Eligibility:
Eligibility Standards
include:
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Evidence that the MET
evaluation included a psychologist and, depending upon the
disabilities in the physical domain, the MET participants
required in either R340.1707 (Hearing Impairment), R340.1708
(Visual Impairment), or R340.1709 (Physical Impairment),
R340.1709a (Other Health Impairment) or R340.1716 (Traumatic
Brain Injury). R340.1714(2)
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A – Evidence of development at a rate of 2 to
3 standard deviations below the mean and 2 or more of the
following conditions: R340.1714(1)(a)(i-iv)
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1. A hearing impairment so severe that the auditory
channel is not the
primary means of developing speech and language
skills.
2. A visual impairment so severe that the visual channel
is not
sufficient to guide
independent mobility.
3. A physical impairment so severe that activities of
daily living cannot
be achieved without assistance
4. A health impairment so severe that the student is
medically at risk.
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B – Evidence of development at a rate of 3 or
more standard deviations below the mean or students for whom
evaluation instruments do not provide a valid measure of
cognitive ability and 1 or more of the following conditions:
R340.1714(1)(b)(i-iv
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1. Hearing Impairment so severe that the auditory channel
is not the
primary means of developing speech and language
skills.
2. Vision Impairment so severe that the visual channel is
not sufficient
to guide
independent mobility.
3. Physical Impairment so severe that activities of daily
living cannot
be achieved
without assistance.
4. Health Impairment so severe that the student is
medically at risk.
Eligibility
Determination Procedures
Parents who are concerned about their child’s
educational and/or developmental progress should first speak with
their child’s teacher. Usually the parent and teacher are able
to resolve concerns regarding the student’s progress. If the
student’s difficulties persist, it may be necessary to initiate
the Child Study process to evaluate the student’s learning
strengths and develop appropriate classroom interventions.
If the
student is referred for a special education evaluation, the
following information outlines the process the school will follow
to evaluate whether the student has a disability and is eligible
for a special education program and/or related services.
The Referral
A special
education referral is a written statement indicating that a child
may have a suspected academic, behavioral, cognitive, and/or
physical disability that interferes with learning. A referral
most often comes from a teacher. If the student is experiencing
significant difficulties in the classroom, the child study
process is initiated. After the child study process is
completed, if the student continues to have difficulties a
referral for an evaluation may be made. After a referral is
made, the Special Services department contacts the parent to
obtain written consent to evaluate the child.
Parent Consent
Written
parent consent must be obtained before the school district
conducts the initial evaluation of the student. Written consent
is also obtained prior to placing a child in a program providing
special education or related services.
Evaluation by the Multidisciplinary
Evaluation Team
After a
referral is made and parent consent is obtained, the district
performs a comprehensive evaluation of the student. This is
conducted by a Multidisciplinary Evaluation Team (MET) comprised
of educational specialists with knowledge in the area of the
student’s suspected disability. These may be teachers, speech
pathologists, school psychologists, social workers, parents,
consultants, occupational or physical therapists. The MET will
evaluate the strengths and weaknesses of the student and will
review important information such as school records, test
results, medical history and information provided by the
parents. Outside evaluations of the student provided by the
parent will also be considered. Once the evaluation is finished,
a written report with a recommendation of eligibility is
presented at a formal meeting.
The Individualized Educational
Program Team
The IEPT
is a committee formed to determine the educational needs of the
student. Members of the Team include the child’s parent(s), the
child if appropriate, general and special education teachers, and
any diagnostic staff members who evaluated the student. If the
child is eligible to receive special education services, the Team
will develop an Individualized Education Program (IEP) and
identify the programs and/or services to be provided.
Due Process Hearing
If a
parent disagrees with the IEPT regarding the identification,
evaluation, or placement of their child, they have the right to a
special education due process hearing. This hearing is designed
to settle disputes with the school district. A parent must
request such a hearing in writing.
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