click here to skip navigation and move directly to content home
 
Para eLink: Where Minnesota's Paraprofessionals Learn Online
 
  back competencies | tutorial | glossary | help | site index next

DCD-K1: Understanding of basic historical, legal, and contemporary issues related to services and the educational approaches used to address the needs of children and youth with developmental cognitive disabilities (DCD).

DCD-K2: Understanding of the origins, basic characteristics, and classifications of DCD.

DCD-K4: Understanding of the sources of unique services, networks, agencies, and organizations for students with DCD.

DCD-K5: Understanding of the services and structures supporting interagency collaboration for students with DCD.

          lesson marker arrow      
  1 1R 1a 1aR 2 2R 3 3R

Basic ConceptEligibility for Special Education under the Developmental Cognitive Disabilities Category

Picture of a student leaning against a railing.Students in Minnesota qualify for special education under the DCD category only if they meet specific eligibility criteria set forth in state rules. To help you understand how an eligibility determination is made, you first need to review the Minnesota Eligibility Criteria for DCD. The Minnesota Rule’s specific subpart defines the criteria from the Minnesota Department of Education’s DCD manual, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities (click on the link entitled "Developmental Cognitive Disability Manual" to download this document), starting on page 26:

Minnesota Rule 3525.1333

DEVELOPMENTAL COGNITIVE DISABILITY

Subp. 2. Criteria. The team shall determine that a pupil is eligible as having a DCD and is in need of special education instruction and related services if the pupil meets the criteria in items A and B.

  • A. The pupil demonstrates below average adaptive behavior in school and home, and, if appropriate, community environments. For the purposes of this item, "below average" means:
    1. A composite score at or below the 15th percentile on a nationally normed, technically adequate measure of adaptive behavior; and

    2. Documentation of needs and the level of support required in at least four of the seven adaptive behavior domains across multiple environments. Systematic observation and parent input must be included as sources to document need and level of support. All of the following adaptive behavior domains must be considered:

      • a) daily living and independent living skills,
      • b) social and interpersonal skills,
      • c) communication skills,
      • d) academic skills,
      • e) recreation and leisure skills,
      • f) community participation skills, and
      • g) work and work-related skills.

      Other sources of documentation may include checklists, classroom or work samples, interviews, criterion-referenced measures, educational history, medical history, or pupil self-report.

  • B. The pupil demonstrates significantly below average general intellectual functioning that is measured by an individually administered, nationally normed test of intellectual ability. For the purposes of this item, "significantly below average general intellectual functioning" means:

    1. Mild-moderate range: two standard deviations below the mean, plus or minus one standard error of measurement; and
    2. Severe-profound range: three standard deviations below the mean, plus or minus one standard error of measurement.

    Significantly below average general intellectual functioning must be verified through a written summary of results from at least two systematic observations with consideration for culturally relevant information, medical and educational histories, and one or more of the following: supplemental tests of specific abilities, criterion-referenced tests, alternative methods of intellectual assessment, clinical interviews with parents, including family members, if appropriate, or observation and analysis of behavior across multiple environments.

Subpart 3. [Repealed, 26 SR 657]
STAT AUTH: MS § 120.17; L 1999 c 123 § 19,20
HIST: 16 SR 1543; 17 SR 3361; L 1998 c 397 art 11 § 3; 26 SR 657
(Current as of 1/18/02)
http://www.revisor.leg.state.mn.us/arule/3525/1333.html

It is important that you remember several key points about eligibility determination:

  • Determination is an educational team process.
  • The team needs to evaluate and re-evaluate the needs of the student for special education and related services based on specific criteria under DCD.
  • Parents must give permission for and be a part of the evaluation process.
  • The student must demonstrate below average adaptive behaviors in school, home, and/or community environments resulting in documentation of need.
  • The student must demonstrate significant cognitive impairments based on nationally normed assessments.
  • Documentation of needs and the level of support required must include:
    • Needs in at least four of the seven adaptive behavior domains across multiple environments:
      • a) daily living and independent living skills,
      • b) social and interpersonal skills,
      • c) communication skills,
      • d) academic skills,
      • e) recreation and leisure skills,
      • f) community participation skills, and
      • g) work and work-related skills.
    • Results that indicate significantly below average general intellectual functioning based on an individually administered, nationally normed test of intellectual ability.

You may want review the DCD eligibility worksheet suggested in the Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities manual, starting on page 57, to learn more.

Students who meet these eligibility requirements qualify for special education services and possibly related services. Students can meet eligibility requirements in this area and need only special education services. It is not possible for them to receive related services without special education instruction, however.


References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/

 

back   next

  top of page