Iowa Code r. 281-41.50 - Other definitions associated with identification of eligible individuals
The following terms may be encountered in the identification of children with disabilities.
(1)
Autism. "Autism" means a
developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before the age of
three, which adversely affects a child's educational performance. Other
characteristics often associated with autism are engagement in repetitive
activities and stereotyped movements, resistance to environmental change or
change in daily routines, and unusual responses to sensory experiences. Autism
does not apply if a child's educational performance is adversely affected
primarily because the child has a behavior disorder, as defined in subrule
41.50(2). A child who manifests the characteristics of autism after the age of
three could be identified as having autism if the criteria in the first
sentence of this subrule are satisfied. This term includes all conditions
described by the term "autism spectrum disorder," which adversely affects a
child's educational performance.
(2)
Behavior disorder.
"Behavior disorder" (or emotional disturbance) means any condition that
exhibits one or more of the following five characteristics over a long period
of time and to a marked degree that adversely affects a child's educational
performance.
a. An inability to learn that
cannot be explained by intellectual, sensory, or health factors.
b. An inability to build or maintain
satisfactory interpersonal relationships with peers and teachers.
c. Inappropriate types of behavior or
feelings under normal circumstances.
d. A general pervasive mood of unhappiness or
depression.
e. A tendency to
develop physical symptoms or fears associated with personal or school
problems.
(3)
Deaf-blindness. "Deaf-blindness" means concomitant hearing and
visual impairments, the combination of which causes such severe communication
and other developmental and educational needs that they cannot be accommodated
in special education programs solely for children who are deaf or hard of
hearing or children who are blind or visually impaired.
(4)
Deafness. "Deafness"
means a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without
amplification, and that adversely affects a child's educational
performance.
(5)
Hearing
impairment. "Hearing impairment" means an impairment in hearing,
whether permanent or fluctuating, that adversely affects a child's educational
performance but that is not included under the definition of deafness in
subrule 41.50(4).
(6)
Intellectual disability. "Intellectual disability" means
significantly subaverage general intellectual functioning, that exists
concurrently with deficits in adaptive behavior and is manifested during the
developmental period, and which adversely affects a child's educational
performance.
(7)
Multiple
disabilities. "Multiple disabilities" means concomitant impairments,
such as intellectual disability-blindness or intellectual disability-orthopedic
impairment, the combination of which causes such severe educational needs that
they cannot be accommodated in special education programs solely for one of the
impairments. Multiple disabilities does not include deaf-blindness.
(8)
Orthopedic impairment.
"Orthopedic impairment" means a severe orthopedic impairment that adversely
affects a child's educational performance. The term includes impairments caused
by a congenital anomaly; impairments caused by disease, e.g., poliomyelitis or
bone tuberculosis; and impairments from other causes, e.g., cerebral palsy,
amputations, and fractures or burns that cause contractures.
(9)
Other health impairment.
"Other health impairment" means having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that
results in limited alertness with respect to the educational environment, that:
a. Is due to a chronic or acute health
problem such as asthma, attention deficit disorder or attention deficit
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and
Tourette syndrome; and
b. Adversely
affects a child's educational performance.
(10)
Specific learning
disability. "Specific learning disability" means a disorder in one or
more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect ability
to listen, think, speak, read, write, spell, or to do mathematical
calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability does not include learning problems that are
primarily the result of visual, hearing, or motor disabilities, of intellectual
disability, of emotional disturbance, or of environmental, cultural, or
economic disadvantage.
(11)
Speech or language impairment. "Speech or language impairment"
means a communication disorder, such as stuttering, impaired articulation, a
language impairment, or a voice impairment, that adversely affects a child's
educational performance.
(12)
Traumatic brain injury. "Traumatic brain injury" means an
acquired injury to the brain caused by an external physical force, resulting in
total or partial functional disability or psychosocial impairment, or both,
that adversely affects a child's educational performance. Traumatic brain
injury applies to open or closed head injuries resulting in impairments in one
or more areas, such as cognition; language; memory; attention; reasoning;
abstract thinking; judgment; problem solving; sensory, perceptual, and motor
abilities; psychosocial behavior; physical functions; information processing;
and speech. Traumatic brain injury does not apply to brain injuries that are
congenital or degenerative, or to brain injuries induced by birth
trauma.
(13)
Visual
impairment. "Visual impairment," including blindness, means an
impairment in vision that, even with correction, adversely affects a child's
educational performance. The term includes both partial sight and blindness.
Individuals who have a medically diagnosed expectation of visual deterioration
in adolescence or early adulthood may qualify for instruction in braille
reading and writing.
Notes
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