For Initial evaluations, assessments are completed in all area(s) of suspected disability.  State regulations identify the following disability categories:

• Autism
• Developmental Delay
• Intellectual Impairment
• Sensory:  Hearing, Vision, Deaf-Blind
• Neurological Impairment
• Emotional Impairment
• Communication Impairment
• Physical Impairment
• Specific Learning Disability
• Health Impairment

Observations of a child’s interactions in a natural setting are often utilized for special education determinations of children turning 3.  Observations are a part of the assessment process when determining eligibility within the category of Specific Learning Disability.  Therefore, when a Specific Learning Disability is the suspected area of disability the Team Chair must have an observation completed and the appropriate SLD forms available for completion at the team meeting.  Note that observations for the purpose of determining disability within the category of Specific Learning may be completed by the Team Chair or other team members including but not limited to special educators or psychologists.  

As required, each person completing an assessment summarizes the procedures employed, the results, the diagnostic impression and details the student’s needs offering explicit means of meeting them.  Assessments are written in an educationally relevant manner.  

An educational assessment including a history of the student’s educational progress in the general curriculum is completed using the Educational Assessment A and B forms (28R/1) and is a mandated component of both initial evaluations and reevaluations.

Note:  The Team's responsibility is to identify an Educational Disability, as defined by law.  Eligibility for special education is based on educational disabilities, and not on a specific diagnosis.  Diagnosis is medical in nature; school teams do not diagnose.