Requestor
Ashley S Vancleef
Organization/Agency
Law For Parents
Requested Information
Any and all guidance for school psychologists in determining eligibility for special education including that related to Other Health Impairment, Specific Learning Disabilities eligibility categories.
Date Received
Status
Complete
Response Notes
Responsive to this request, in addition to the records below, one additional record is a portion of The Diagnostic and Statistical Manual of Mental Disorders: Fifth Edition. Under MPIA GP § 4-301(2)(ii) an agency must withhold documents if inspection is contrary to a federal statue or regulation. In this case, as a publication of the American Psychiatric Association and indicated on their website: https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425596, the publication falls under federal copyright protections. While a copy of this publication cannot be supplied under the MPIA, if you wish to inspect the book located within HCPSS offices we can arrange a mutual time for such review.
Responsive Documents
The attached Attention Deficit Hyperactivity Disorder Supplement is completed by the IEP team after the recommended assessments have been completed and reviewed at an IEP meeting. As indicated on the form, the school psychologist utilizes the criteria in Section I to identify ADHD and present to the IEP team. Section II outlines the criteria utilized by the IEP team to identify Other Health Impairment (OHI) due to ADHD and the need for special education services.
This Specific Learning Disability Supplement is completed by the IEP team after the recommended assessments have been completed and reviewed at an IEP meeting. The IEP team reviews assessment data, classroom information and parent input to complete #1 - #4 and #6 on the SLD Supplement. The data from the psychological assessment contributes to #5 Psychological Processes.
This Maryland State Department of Education guidance is used by HCPSS related to identification of a student with a Specific Learning Disability (SLD).
This revised document is designed to assist IEP team members as they prepare for and complete assessments for Specific Learning Disability. The last column includes possible instruments (not an exhaustive list) that may be utilized to assess for the indicated processing deficit.
This chart is a companion to the Guidelines document above. It is designed to assist IEP team members when considering the areas of academic concern and possible processing deficit areas.
A guide to best practices for use in schools (MSDE, October 2018). This guidance document is a supplement to the Technical Assistance Bulletin on Specific Learning Disability and Supplement above.