1308.10 Eligibility criteria: Mental retardation. ISD Special Education Services Operational Guidelines (a) A child is classified as mentally retarded who ISD Special Ongoing Individual student exhibits significantly sub-average intellectual Mental Retardation [34 CFR Education files Intellectual Disability functioning and exhibits deficits in adaptive §300.7(c)(6)] Under State guidelines a student with Services behavior which adversely affect learning. mental retardation is one who an intellectual disability Adaptive behavior refers to age-appropriate has been determined to be functioning two or more coping with the demands of the environment standard deviations below the mean on individually through independent skills in self-care, administered scales of verbal ability, and either communication and play. performance or nonverbal ability, and who exhibits (b) Measurement of adaptive behavior must reflect deficits in adaptive behavior. [19 TAC 89.1040(e)] objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom. (c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgment are to be used instead. (d) Determination that a is mentally retarded is never to be made on the basis of any one test alone. Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Timeline for Parent (P) / Staff Evidence of Responsible Completion (S) Training Accomplishment
1308.10 Eligibility criteria: Mental retardation. (a) A child is classified as mentally retarded who exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning. Adaptive behavior refers to age-appropriate coping with the demands of the environment through independent skills in self-care, communication and play. (b) Measurement of adaptive behavior must reflect objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom. (c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgment are to be used instead. (d) Determination that a is mentally retarded is never to be made on the basis of any one test alone. ISD Special Education Services Operational Guidelines Mental Retardation Intellectual Disability [34 CFR §300.7(c)(6)] Under State guidelines a student with mental retardation an intellectual disability is one 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 exhibits deficits in adaptive behavior. [19 TAC 89.1040(e)] ISD Special Education Services Ongoing Individual student files Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment
Disability%20Plan%2012-13.docx