Sec. 9.
(a) "Multiple
disabilities" means coexisting disabilities, one of which must be a significant
intellectual disability. The coexisting disabilities are lifelong and interfere
with independent functioning, and it is difficult to determine which disability
most adversely affects educational performance. The term does not include
deaf-blind.
(b) Eligibility for
special education as a student with multiple disabilities shall be determined
by the student's CCC. This determination shall be based on the
multidisciplinary team's educational evaluation report described in
511 IAC
7-40-5(e), which includes the
following:
(1) An assessment of the following:
(A) Intellectual ability and functioning that
must include at least one (1) of the following:
(i) An individually administered
norm-referenced assessment.
(ii) If
adequate information cannot be obtained via an individually administered
norm-referenced assessment, a criterion-referenced assessment that:
(AA) has been designed or may be adapted or
modified based on the student's disabilities; and
(BB) is administered by a professional or
team of professionals with knowledge of assessment strategies appropriate for
the student.
(B) Current academic achievement as defined
at 511 IAC 7-32-2.
(C) Functional skills or adaptive behavior
across various environments from multiple sources.
(2) A social and developmental history that
may include, but is not limited to, the following:
(A) Communication skills.
(B) Social interaction skills.
(C) Motor skills.
(D) Responses to sensory
experiences.
(E) Relevant family
and environmental information.
(3) A systematic observation of the student
across various environments.
(4)
Available medical information that is educationally relevant.
(5) Any other assessments and information,
collected prior to referral or during the educational evaluation, necessary to:
(A) determine eligibility for special
education and related services; and
(B) inform the student's CCC of the student's
special education and related services needs.
