Early Childhood Special Education

Early childhood special education eligibility criteria are used for initial eligibility determination for students who are identified as disabled and are between the age of two and six. Public agencies are required to provide special education and related services for eligible students on the third birth date of the eligible student.

Eligibility for early childhood special education is based upon significant delays in development that effect the student's educational performance. The eligibility determination is noncategorical; identification by distinct disability categories is not required.

Students who attain the age of five during a school year may be determined eligible for special education services based upon either the early childhood special education criteria or one of the distinct disability conditions as defined by IDEA.

Initial Eligibility Criteria for Early Childhood Special Education

After the preceding steps in the special education process have been completed, a multidisciplinary team may determine that a student is eligible for services when ALL of the following conditions are met:

The student's development is significantly below that of his/her peers. Significantly below is defined as performance at or below 1.5 standard deviations, or equivalent levels, of the mean in any TWO developmental areas OR at or below 2. 0 standard deviations, or equivalent levels, in any ONE area of development, except for the area of speech.

Areas of development that can be used for eligibility determination include:

1) cognitive/adaptive behavior;
2) speech (mechanical production of language);
3) language (form, content, and use of language);
4) fine motor;
5) gross motor; and,
6) social/emotional/behavioral.

The following qualifications apply:

1) Eligibility for the area of speech will be based upon the criteria established for articulation, voice, and fluency for students ages 5 through 21 in lieu of standard deviations referenced in this section of the State Plan.

2) Generally a student with a delay of 2.0 standard deviations, or equivalent levels, in either gross or fine motor, or delays of 1.5 standard deviations, or equivalent levels, in gross and fine motor will qualify if documentation exists of a medically diagnosed physical or physiological condition which causes educationally-related problems that interfere with the student's ability to function in the educational program using traditional instructional materials and techniques.

3) A licensed psychologist, certificated school psychologist, licensed professional counselor, or psychiatrist must be a member of the multidisciplinary team when a student's eligibility is based solely on deficits in the area of social/emotional/behavioral.

4) When a visual and/or auditory impairment is present along with resultant deficits in one or more of the areas listed, the impairment must be noted in the diagnostic summary.

5) The multidisciplinary team may also document through formal and informal assessment that a significant deficit exists and a student is eligible for services even though the standard scores, or equivalent levels, do not meet the stated criterion levels.

6) The team may determine that a student who is functioning above the stated criterion level and because of intensive early intervention, is eligible for services based on expected regression if services were to be terminated.

A student's developmental deficits are not PRIMARILY caused by environmental, economic disadvantage, or cultural differences.