A student who has been determined by a licensed physician to have a severe orthopedic impairment that adversely affects a child's educational performance including impairments caused by congenital anomaly (e.g. poliomyelitis, bone tuberculosis, etc.) and impairments from other causes (e.g., cerebral palsy, amputations, fractures, burns etc. that cause contractures).
A student who has been determined by a licensed physician to have limited strength, vitality or alertness, due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes that adversely affects a child's educational performance.
A student that has been determined to have a serious hearing loss even after corrective medical treatment or use of amplification. This determination shall have been made by a ontological examination performed by an otologist, or, with documentation that an otologist is not reasonably available, by a licensed medical doctor. An audiological evaluation by a certified audiologist shall also be conducted. This evaluation shall include a description of the implications of the hearing loss for the student's hearing in a variety of circumstances with or without recommended amplification.
A student who has a visual impairment is one who:
A student who has a combination of severe hearing and visual losses after best correction and is determined to be eligible as auditory impaired and as visually impaired according to the specific eligibility criteria for each of these disabilities. If an eligible student with a visual impairment has a suspected hearing loss that cannot be demonstrated conclusively, and if a speech/language evaluation performed by a certified speech and hearing therapist, certified speech and language therapist, or licensed speech language pathologist indicates there is no speech at an age when speech would normally be expected, the student may be eligible for services as deaf-blind.
A student who has been determined to be functioning two or more standard deviations below the mean on individually administered scales of verbal ability, and either performance or nonverbal ability, and who concurrently exhibits deficits in adaptive behavior.
A student exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's performance:
A student with an emotional disturbance is one who has been determined to meet the criteria as defined in 34 CFR 300.7(b)(9). The team's written report of evaluation shall include specific recommendations for behavior management.
A student with a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. This includes:
A student who has been determined by a certified speech and hearing therapist, certified speech and language therapist, or licensed speech language pathologist to meet the criteria as defined in 34 CFR, §300.7(b)(11) as having a disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects the child's educational performance.
A student with multiple disabilities is one who has a combination of disabilities included in this section and who meets all of the following conditions:
A student age 3-5 experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas and who needs special education and related services.
A student with evidences the criteria for autism as stated in 34 CFR, §300.7(b)(1) including significantly affected verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has a serious emotional disturbance. Students with pervasive developmental disorders are included under this category. The team's written report of evaluation shall include specific recommendations for behavior management.
A student with traumatic brain injury is one who has been determined by a licensed physician to have an injury to the brain caused by an external physical force resulting in total or partial functional disability and/or psychosocial impairment or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
Assessment to determine educational need is performed by district personnel qualified to assess those areas identified in 34 CFR, §300.7(b)(12), that are suspected to adversely affect the student's educational performance.
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