6A-6.03027. Special Programs for Children Three Through Five Years Old who are Developmentally Delayed  


Effective on Tuesday, December 15, 2009
  • 1(1) Definition. A child who is developmentally delayed is three (3) through five (5) years of age and is delayed in one (1) or more of the following areas:

    30(a) Adaptive or self-help development,

    35(b) Cognitive development,

    38(c) Communication development,

    41(d) Social or emotional development,

    46(e) Physical development including fine, or gross, or perceptual motor.

    56(2) Criteria for eligibility. A child is eligible for the special program for children who are developmentally delayed when the following criteria are met:

    80(a) The child is three (3) through five (5) years of age.

    92(b) Documentation of one of the following:

    991. A score of two (2) standard deviations (SD) below the mean or a twenty-five (25) percent delay on measures yielding scores in months in at least one (1) area of development; or

    1322. A score of 1.5 standard deviations (SD) below the mean or a twenty (20) percent delay on measures yielding scores in months in at least two (2) areas of development; or

    1643. Based on informed clinical opinion, the eligibility staffing committee makes a recommendation that a developmental delay exists and exceptional student education services are needed.

    189(c) The eligibility staffing committee in accordance with subsection 1986A-6.0331(6), 199F.A.C., has made a determination concerning the effects of the environment, cultural differences, or economic disadvantage.

    215(3) Procedures prior to initial evaluation for prekindergarten children shall be in accordance with subsection (2) of Rule 2336A-6.0331, 234F.A.C. General education interventions and activities for students in kindergarten shall be in accordance with subsection (1) of Rule 2536A-6.0331, 254F.A.C.

    255(4) Procedures for evaluation.

    259(a) Delay is documented by a multidisciplinary team utilizing multiple measures of assessment which include:

    2741. Standardized instruments, judgement based assessments, criterion referenced instruments, systematic observation, functional skills assessments, or other procedures selected in consultation with the parent(s); or

    2982. Informed clinical opinion utilizing qualitative and quantitative information to determine the need for early intervention services; and,

    3163. Parent report which can confirm or modify information obtained and describe behavior in environments that the district may not be able to access.

    340(b) When a developmental delay cannot be verified by the use of standardized instruments, the delay(s) may be established through observation of atypical functioning in any one (1) or more of the developmental areas. A report shall be written documenting the evaluation procedures used, the results obtained, the reasons for overriding those results from standardized instruments, and the basis for recommending eligibility.

    402(5) Instructional program.

    405(a) As appropriate, the family support plan or individual educational plan (IEP) shall be developed through interagency collaboration with the family and other providers of services to the child and family and in accordance with Rules 4416A-6.03026, 4426A-6.03028 443and 4446A-6.03029, 445F.A.C.

    446(b) Because of the rapid development of young children, on-going observations and assessments shall be conducted as needed to plan for family support plans or IEP modifications.

    473(6) Continued eligibility. Continued eligibility for special programs shall be determined before the child is six (6) years old.

    492Rulemaking Authority 4941003.01(3), 4951003.57, 4961003.571 FS. 498Law Implemented 5001003.01(3), 5011003.57, 5021003.571 FS. 504History–New 7-13-93, Amended 12-15-09.

     

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