Current through Reg. 50, No. 187; September 24, 2024
(1) Definition. A
child who is developmentally delayed is three (3) through nine (9) years of
age, or through the student's completion of grade 2, whichever occurs first,
and is delayed in one (1) or more of the following areas:
(a) Adaptive or self-help
development;
(b) Cognitive
development;
(c) Communication
development;
(d) Social or
emotional development; and,
(e)
Physical development including fine, or gross, or perceptual
motor.
(2) Criteria for
eligibility. A child is eligible for the special program for children who are
developmentally delayed when the following criteria are met:
(a) The child is three (3) through nine (9)
years of age, unless the child has completed grade 2.
(b) Documentation of one of the following:
1. 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
2. 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
3. For children six (6) or younger and based
on information and data, the eligibility staffing committee makes a
recommendation that a developmental delay exists and exceptional student
education services are needed.
(c) The eligibility staffing committee in
accordance with subsection
6A-6.0331(6),
F.A.C., has made a determination concerning the effects of the environment,
cultural differences, or economic disadvantage.
(3) General education interventions and
activities for all students shall be in accordance with Rule
6A-6.0331, F.A.C.
(4) Procedures for evaluation.
(a) Delay is documented by a
multidisciplinary team utilizing multiple measures of assessment which include:
1. Standardized instruments, formal and
informal assessments, criterion referenced instruments, systematic observation,
functional skills assessments, or other procedures selected in consultation
with the parent(s); or
2.
Qualitative and quantitative information to determine the need for early
intervention services; and,
3.
Parent report which can confirm or modify information obtained and describe
behavior in environments that the district may not be able to
access.
(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.
(5) Instructional program.
(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
6A-6.03026,
6A-6.03028 and
6A-6.03029, F.A.C.
(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.
(6) Continued eligibility. Continued
eligibility for special programs shall be determined before the child is ten
(10) years old.
Rulemaking Authority
1001.02(1),
(2)(n),
1003.01(3),
1003.57,
1003.571 FS. Law Implemented
1003.01(3),
1003.57,
1003.571
FS.
New 7-13-93, Amended 12-15-09,
9-20-22.
