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K6: Basic understanding of the referral, assessment, planning, and placement procedures specific to teaching students with DCD.

K8: Understanding of how the Individualized Education Program (IEP) is used to design and implement developmentally appropriate instruction for students with DCD.

K11: Knowledge of the role of related service providers (physical therapy, occupational therapy, vision services, etc.).

K12: Understanding of the paraprofessional's role regarding communication with students, students' families, and the community that supports students' learning and well-being.

K13: Understanding of the paraprofessional's role in working with providers of related services (physical therapy, occupational therapy, etc.).

K14: Understanding of the paraprofessional's role within the roles and responsibilities of teachers and support personnel in providing educational services to students with DCD.

Re-evaluation of Students for Special Education under the Developmental Cognitive Disabilities Category

Picture of two young students walking away together, hand in hand. Students who qualify for special education under the Developmental Cognitive Disabilities category must be re-evaluated at least every three years based on the guidelines set forth in IDEA 2004. The purpose of the re-evaluation is to determine if the student continues to qualify for special education and related services based on their disability and need for service, and to determine the level of supports needed.

The re-evaluation process used by the educational team is similar to the original assessment and evaluation to determine eligibility. The first step for the education team is to notify the student and his/her parents about the need to complete a re-evaluation. In addition, the team must send specific “release of information” documents for the parents to sign and return if the DCD student is 14 years old or younger. With the second step, the team gathers information and data from a variety of sources such as, but not limited to, student and parent information; observations of the student in such settings as school, work, and other community environments as needed; work samples; and other appropriate standardized testing as determined by the student’s educational team. As part of the re-evaluation process, you may be asked for input because of your close working relationship with the student. Throughout the re-evaluation process, you may be asked or invited to report on your observations of the student in the educational setting, to collect data regarding the student’s overall progress, and/or to share information about successful instructional strategies. Your role in the re-evaluation process will be guided by the IEP and the student’s IEP Team.

The final step in the re-evaluation process is to report on the data collected and to discuss how the results impact the student’s IEP. The following template covers the essential elements of an evaluation report. This template is reprinted below with permission from the Minnesota Department of Education manual, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities (p. 71; click on the link entitled "Developmental Cognitive Disability Manual" to download this document):

DCD Evaluation Report Template

Reason for referral
Information reported by parents
Review of records
Evaluation results

List and describe evaluation tools
Present levels of performance
Adaptive behavior

Results of nationally normed, technically adequate measure
Systematic observation to validate results
Levels of support described
Statement(s) of need for support

Cognitive/intellectual

Results of nationally normed, technically adequate measure
Systematic observation to validate results
At least one supplemental test or interview with parent

Other evaluation results

Academic
Communication
Motor–fine and/or gross
Social/behavioral
Health/sensory
Transition (by age 14 or 9th grade)
Employment
Postsecondary education
Community participation
Recreation and leisure
Home living

Include strengths and weaknesses
Discuss how disability may be a factor related to student’s language and/or cultural differences
Note student’s current and future progress/involvement in general education curriculum

Interpretation of evaluation results

Summarize the team’s interpretation of the results and judgment regarding eligibility

Eligibility statement

Address all criteria components
Team decision must support need for services
Clarify whether eligibility is DCD-MM (mild-moderate) or DCD-SP (severe-profound)

Educational needs

Based on existing data and evaluation results
Student needs lead to the formation of the Individualized Educational Program/IIIP

References

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