Oregon
Rule Rule 581-015-2155
Intellectual disability


(1)

If a child is suspected of having an intellectual disability, the following evaluation must be conducted:

(a)

Intelligence test. An individually administered standardized intelligence test meeting the reliability and validity standards of the American Psychological Association and administered by a licensed school psychologist, a psychologist licensed by the State Board of Psychological Examiners, or other individual assigned by a school district who has the training and experience to administer and interpret individually administered intelligence tests;

(b)

Adaptive behavior scale. The administration of a valid adaptive behavior scale;

(c)

Medical or health assessment statement. A medical statement or a health assessment statement indicating whether there are any sensory or physical factors that may be affecting the child’s educational performance;

(d)

Developmental history. A developmental history of the child;

(e)

Other:

(A)

Any additional assessments necessary to determine the impact of the suspected disability:

(i)

On the child’s educational performance for a school-age child; or

(ii)

On the child’s developmental progress for a preschool child; and

(B)

Any additional evaluations or assessments necessary to identify the child’s educational needs.

(2)

To be eligible as a child with an intellectual disability, the child must meet all of the following minimum criteria:

(a)

The child’s intelligence test score is 2 or more standard deviations below the mean;

(b)

The child has deficits in adaptive behavior coexistent with the child’s impairment in intellectual functioning;

(c)

The child’s developmental level or educational achievement is significantly below age or grade norms; and

(d)

The child’s developmental or educational problems are not primarily the result of sensory disabilities or other physical factors.

(3)

For a child to be eligible for special education services as a child with an intellectual disability, the eligibility team must also determine that:

(a)

The child’s disability has an adverse impact on the child’s educational performance; and

(b)

The child needs special education services as a result of the disability.
Source
Last accessed
Jul. 13, 2020