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Promising Practices

Promising Practices. Part II. DD License. Developmental Disabilities (DD) Teacher licensure K-12 Broad range (mild through severe) Developmental Cognitive Disability (DCD) Pupil eligibility category. Developmental Cognitive Disability.

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Promising Practices

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  1. Promising Practices Part II

  2. DD License • Developmental Disabilities (DD) • Teacher licensure • K-12 • Broad range (mild through severe) • Developmental Cognitive Disability (DCD) • Pupil eligibility category

  3. Developmental Cognitive Disability • ….a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

  4. Adaptive Behavior • The pupil demonstrates below average adaptive behavior in school and home, and if appropriate, community environments • Composite score at or below the 15th percentile on a nationally normed technically adequate measure of adaptive behavior • Documentation of needs and level of support in 4 or 7 adaptive behavior domains • Systematic observation & parent input to document need and level of support

  5. Adaptive Behavior Areas • Daily living and independent living • Social and interpersonal skills • Communication skills • Academic skills • Recreation and leisure skills • Community participation skills • Work and work-related skills DOCUMENTATION OF NEEDS & LEVEL OF SUPPORT IN FOUR OF SEVEN” COMPOSITE SCORE OF AT OR BELOW THE 15TH PERCENTILE

  6. Documentation of Needs & Level of Support • In 4 of 7 adaptive behavior domains • Type and amount of special assistance • Modifications, adaptations, LRE • Documented across environments • Includes transition areas • Review adaptive behavior domains on page 34

  7. Systematic Observation & Parent Input • Systematic observation is intended to support and confirm information obtained from formal assessment • Required to identify needs and level of support • Levels (intermittent-pervasive) embedded throughout evaluation report

  8. Intellectual Functioning • The pupil demonstrates significantly below average general intellectual functioning that is measured by an individually administered, nationally normed test of intellectual ability • Tools: • Wechsler Scale of Intelligence • WISC III, WPPSI-R, WAIS-III • Stanford-Binet • Test of Nonverbal Intelligence (TONI-2)

  9. Significant Subaverage Intellectual Functioning • Mild-moderate range: • Two standard deviations below the mean, plus or minus one standard error of measurement • Severe-profound range • Three standard deviations below the mean, plus or minus one standard error of measurement

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