Review of Criteria for the EAP Disability Category of Intellectual Impairment (II)

1. Review of Criteria forthe EAP Disability Category ofIntellectual Impairment(II) DEPARTMENT OF EDUCATION AND TRAINING 2009

2. Key Issues • Terminology • Definition • Criteria • Form • Professional practices Education Adjustment Program

3. Terminology and Definition The terminology and definition of II were considered together to ensure they are clear, current, in line with other educational jurisdictions and fit within the ICF framework for disability adopted by the department for the EAP. Education Adjustment Program

4. ExistingDefinition (until 26 June 2009) The department currently uses the DSM-IV-TR (2000) definition of Intellectual Impairment (Mental Retardation) for entry to the category of Intellectual Impairment. Education Adjustment Program

5. Revised Definition(from 29 June 2009) • Intellectual impairment is characterised by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This impairment originates before age 18. (Adapted from AAIDD, 2002) • The student’s identified level of functioning results in activity limitations and participation restrictions at school requiring significant education adjustments Education Adjustment Program

6. Definition – 5 Assumptions • Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers • Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioural factors • Within an individual, limitations often coexist with strengths Education Adjustment Program

7. Definition – 5 Assumptions • An important purpose of describing limitations is to develop a profile of needed supports • With appropriate personalised supports over a sustained period, the life functioning of the person with intellectual impairment generally will improve Education Adjustment Program

8. Terminology and Definition Outcome: • Change from DSM IV TR to AAIDD • No change to the title of the category • No change to the intent Education Adjustment Program

9. Revised Criteria (from 29 June 2009) • There will now be two criteria for identifying students in the disability category of II • These relate to the identified impairment (criterion 1) and the associated activity limitations and participation restrictions (criterion 2) Education Adjustment Program

10. Revised Criteria (from 29 June 2009) Criterion 1 Impairment + Criterion 2 Activity limitations/ participation restrictions = Disability Education Adjustment Program

11. Criterion 1 1a. Significant limitations in intellectual functioning 1b. Significant limitations in adaptive behaviour 1c. The impairment originates before 18 years of age Education Adjustment Program

12. Criterion 1a Evidence: Significant limitations in intellectual functioning • Scores obtained from current individually administered psychoeducational assessments are at least two standard deviations below the mean, considering the Standard Error of Measurement (SEM) for the specific assessment instruments used and the instruments’ strengths and limitations Education Adjustment Program

13. Criterion 1a • Where formal psychoeducational assessment is not possible or not appropriate, then relevant information needs to be provided from a range of contexts, to support the presence of significant limitations in intellectual functioning Education Adjustment Program

14. Criterion 1b Evidence: Significant limitations in adaptive behaviour • Significant limitations in adaptive behaviour are operationally defined as performance that is at least 2 standard deviations below the mean of either: Education Adjustment Program

15. Criterion 1b • one of the following three types of adaptive behaviour: conceptual, social, or practical, or • an overall score on a standardised measure of conceptual, social, and practical skills Education Adjustment Program

16. Criterion 1b • Limitations in adaptive behaviour are determined by using a broad range of assessment methods across a range of sources and settings Education Adjustment Program

17. Criterion 1c Evidence:The impairment originates before 18 years of age Education Adjustment Program

18. Criterion 2 • The student’s identified level of functioning results in activity limitations and participation restrictions at school requiring significant education adjustments Education Adjustment Program

19. Criterion 2 Evidence: • The student’s level of functioning is significantly below peers • Programs and adjustments in areas of need that have been implemented and the achieved outcomes • Programs and adjustments that need to be maintained (wholly or partially) to address the educational needs Education Adjustment Program

20. Criteria Outcome: Change to the criteria • There will now be two criteria • Criterion 1 – the impairment • Criterion 2 - the activity limitations and participation restrictions Education Adjustment Program

21. Verification Form (EAP VER 5) The II verification form was revised to ensure it serves as an effective tool for: • incorporating changes to the criteria and collating the required verification information • facilitating consistency in decision making at all levels regarding the criteria Education Adjustment Program

22. Verification Form (EAP VER 5) • PART A: Student details • PART B: Evidence Supporting Verification • Evidence for criterion 1(impairment) • similar to previous form • Evidence for criterion 2 (activity limitations and participation restrictions) • common form • Profession specific quality assurance and decision making • PART C: Principal request Education Adjustment Program

23. Verification Form (EAP VER 5) Outcome: • No change to the intent • Change to the format for reporting • Section 2: Medical Diagnosis - has been removed Education Adjustment Program

24. Professional Practice The revised criteria and forms are designed to promote best practice in assessment, interpretation and reporting with educational programming in mind. Education Adjustment Program

25. Professional Practice • Developmental/medical/social/emotional/ behavioural/language/cultural and environmental factors • Assessment history • Educational history/interventions • Educational implications/adjustments required • Where appropriate, exclude other possible diagnoses • (Adapted from Mental Retardation - Definition, Classification, and Systems of Supports AAMR 10th Edition, Chapter 6) Education Adjustment Program

26. Key Issues NOTE: The outlined changes are not anticipated to impact on the cohort of students identified in the disability category of II. Education Adjustment Program

27. Further Information EAP Website http://education.qld.gov.au/students/disabilities/adjustment/ Gateway to Educational Adjustments and Programming http://elearn.eq.edu.au/webapps/portal/frameset.jsp Gateway Registration Information http://education.qld.gov.au/lpas/public/community/ViewCommunity.aspx?CommunityId=2862 Education Adjustment Program