ELIGIBILITY FOR SPECIAL EDUCATION SERVICES & POSSIBLE CATEGORIES.

7/29/2019 ELIGIBILITY FOR SPECIAL EDUCATION SERVICES & POSSIBLE CATEGORIES.

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ELIGIBILITY FOR

SPECIAL EDUCATION

SERVICES & POSSIBLE

CATEGORIES THEREIN


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ELIGIBILITY FOR SPECIAL EDUCATION AS STATED

BY FEDERAL LAW

The regulations establish eligibility criteria for all

students seeking special education services. In

order to qualify as an individual with exceptionalneeds under the eligibility criteria, the

assessment must demonstrate that the student's

impairment

1) adversely affects his/her educational

performance and

2) requires special education.


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AGE REQUIREMENTS

In terms of minimum age, a child may be eligible for

special education services, in the form of early

intervention services, from birth. Early interventionservices are discussed in on the page titled Early

Intervention Services. After age three and until school

age, a child may be eligible for preschool special

education.

In terms of maximum age (and assuming the student

has not yet graduated from high school), a student

continues to be eligible for special education through

his 18th year. Each state is different and may offer

services for the student into his/her early twenty's'.

However, for services to continue through to this age,

the student must have been in special education prior

to the age of 19.


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A HEARING IMPAIRED CHILDYour child does not need to be deaf to qualify

as hearing impaired. Your child is eligible if

s/he has either a permanent or fluctuating

hearing loss that impairs his/her ability toprocess information presented through

amplified hearing channels and which also

adversely affect the educational performance.COUNTY OR DISTRICT PROGRAMS FOR DEAF/BLIND CHILDRENIf your child has both hearing and visual impairments which, in

combination, cause severe communication, developmental, andeducational problems, s/he is eligible for county and district programs

LIGIBILITY CRITERIA FOR SERVICES PROVIDED TO CHILDREN


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LIGIBILITY CRITERIA FOR SERVICES PROVIDED TO CHILDREN

WITH SPEECH AND LANGUAGE DISORDERS.A student with speech and language difficulties is eligible for special

education services if she meets one or more of the following criteria:

1)Articulation Disorder which reduces intelligibility and significantly

interferes with communication and attracts adverse attention. The student's

articulation competency must be below what is expected for his/herchronological age or developmental level.

2)Abnormal Voice which is characterized by persistent, defective voice

quality, pitch, or loudness.

3)Fluency Disorder in which the flow of verbal expression, including rate

and rhythm, adversely affects communication between the student and

listener.

4)Language Disorder in which the student has a language disorder when

s/he meets both of the following criteria:

(a) Scores at least 1.5 standard deviations below the mean, or below the

seventh percentile, for her chronological age or developmental level, on two

or more standardized tests in one or more of the following areas of language

development: morphology, syntax, semantics;

(b) Displays inappropriate or inadequate usage of receptive or expressive

language as measured on a representative spontaneous language sample of

a minimum of fifty utterances.

Once a student qualifies for special education services, s/he is eligible for

any service required to meet her/his educational needs. The related service

of speech and language therapy may be the only service some students

need. Other students have speech and language disorders that are too

severe for lacement in a communicativel handica ed or severe lan ua e


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VISUAL HANDICAPPED STUDENTS

Visually handicapped means a visual

impairment which, even with correction,

adversely affects a child's educational

performance.The term includes both partially sighted and

blind children.

PHYSICAL DISABILITIES THAT QUALIFY A CHILD FOR

SPECIAL EDUCATION.

The child's condition would have to:

1) affect your child's educational performance adverselyand

2) not be temporary in nature.

S/he might have severe orthopedic impairments such as

polio, cerebral palsy, amputations, etc. Or, she might

have limited strength, vitality, or alertness due to

chronic or acute health problems such as heart disease,

epilepsy, hemophilia, diabetes, childhood cancer, AIDS,

etc.

Students with traumatic brain injury are also eligible for

special education. These include an injury to the brain

caused by an external force, resulting in total or partial

functional disability or psychosocial impairment, or

both, that adversely affects his/her educational

performance. The term 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,

e c s n a ap e e a or as e as s gn can e o a erage genera


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e c s n a ap ve e av or, as we as s gn can y e ow average generaintellectual functioning, which adversely affects the child's educational

performance. [34 C.F.R Sec. 300.5(b)(4)]

ELIGIBILITY CRITERIA FOR SERIOUSLY EMOTIONALLY DISTURBED

STUDENTS

A student is considered seriously emotionally disturbed if he exhibits one

or more of the following characteristics, over a long period of time and to a

marked degree, which adversely affects educational performance:

1) An inability to learn which cannot be explained by intellectual, sensory,

or health factors.

2) An inability to build or maintain satisfactory interpersonal relationships

with peers and teachers.

3) Inappropriate types of behavior or feelings under normal circumstances

exhibited in several situations.

4) A general pervasive mood of unhappiness or depression.

5) A tendency to develop physical symptoms or fears associated with

personal or school problems. [34 C.F.R. Sec. 300.7(b)(9)]

Note that the disability category "seriously emotionally disturbed" is a

creation of Congress, not a recognized psychiatric diagnostic category.Thus, the term does not require a particular psychiatric diagnosis - such as


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student eligible for special education services. An IEP team,

after the required comprehensive evaluation, must determine

that the student meets a federal and/or state eligibility

category. A September 16, 1991, Joint Policy Memorandum

from the U.S. Department of Education says that state and

local education agencies:

....must ensure that children with ADD who are determined

eligible for services. . . receive special education and related

services designed to meet their unique needs, including

special education and related services needs arising from

ADD.Most commonly, students with ADD/ADHD may be eligible

under the "specific learning disability" category, the

"seriously emotionally disturbed" category, or the "other

health impaired" category. School districts have not widely

utilized the "other health impaired" category to qualify a

student with ADD/ADHD for special education services.However, the federal Joint Policy Memorandum specifically

addresses the "other health impaired" category:

Children with ADD, where the ADD is a chronic or acute

health problem resulting in limited alertness, may be

considered disabled under Part B solely on the basis of this

" "


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ELIGIBILITY CRITERIA FOR CHILDREN WITH A

SUSPECTED LEARNING DISABILITY.

To be considered learning disabled under the eligibility

criteria, a student must meet three major requirements.

S/he must have a disorder in one or more of the basic

psychological processes involved in understanding or

using spoken or written language. The basic psychological

processes include: attention

visual processing

auditory processingsensory-motor skills

cognitive abilities (including association, conceptualization

& expression)

That the disorder may manifest itself in an impaired ability

to listen, think speak, read, write, spell or do mathematicalcalculations.

The student must have a severe discrepancy between

intellectual ability and achievement in one or more of the

academic areas referred to in the law.

The regulations define intellectual ability as including

both acquired learning and learning potential as

determined by a systematic assessment of intellectual

functioning. The student's level of achievement includes

his/her level of competence in materials and subject

matter explicitly taught in school as measured by

standardized achievement tests. The academic areas

identified in the law are:

oral expression

listening comprehension

written expression

basic reading skills

reading comprehension

mathematics calculationmathematics reasoning

In determining whether or not a severe discrepancy

exists, the IEP team must take into account all relevant

material available on the student. No single score (or

product of scores) test or procedure shall be used as thesole criterion for the IEP team's decisions as to the


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SEVERE DISCREPANCY

Some people will claim that there is a 2 year rule, that the

student must be two years behind academically to be

considered LD. There is no reference in the federal

eligibility criteria for learning disabilities requiring that a

student be two years behind academically. The criteria do

require that the student have a severe discrepancy betweenability and achievement. Therefore, the student's academic

achievement must be compared to his own ability levels,

not to other students' ability or to expected grade level

performance. The district has an obligation to follow federal

eligibility criteria. [34 C.F.R. Sec. 300.7(b)(10)]

CHILDREN WHO DON'T MEET ELIGIBILITY REQUIREMENTS

A child who may have problems in learning may not be found

eligible for special education services because s/he does not fit

into one of the special education eligibility categories and/orbecause his/her learning problems are not severe enough to

qualify him for special education. (This is often the case for

children identified as being hyperactive or having dyslexia or ADD,

none of which automatically qualify a student for special

education under federal law.) Such a child, however, may be

eligible for special services and program modifications under a

federal anti-discrimination law designed to reasonably

accommodate the student's condition so that his needs are met as

adequately as the needs of non-disabled students. The law is

commonly known as Section 504 of the Rehabilitation Act of 1973.

[29 U.S. Code Sec. 794; implementing regulations at 34 C.F.R.104.1 and following.]

Section 504 eligibility is not based on a categorical analysis of

disabilities (except that some conditions, such as ADD, are

frequently recognized as Section 504 qualifying conditions).

Rather, Section 504 protections are available to students who can

be regarded as "disabled" in a functional sense. Such students:


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If your child is not found to be "disabled" for purposes of Section 504

accommodations and/or services, you can appeal that determination. The

local education agency is responsible for arranging the Section 504 hearing

process. The hearing officer selected by the local education agency must

be independent of the local agency. The hearing officer could be, forexample, a special education administrator from another school district,

from the county office of education or from a special education local plan

area - as long as there is not conflict of interest.

The Office of Civil Rights administers and enforces Section 504 protections

in education. If you believe your child has not been afforded his/her rightsunder Section 504, you may file a complaint with your local OCR.

SPECIAL EDUCATION SERVICES UNDER SECTION 504

An OCR Memorandum written April 29, 1993, addresses this issue.

The question it was answering was whether or not a child. . . who has a

disability within the meaning of Section 504 but not under the IDEA, is

entitled to receive special education services.

It stated that if a child. . . is found to have a disability within the meaning of

Section 504, s/he is entitled to receive any special education services the

placement team decides are necessary.


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DEVELOPMENTAL DELAY

occurs when your child has thedelayed achievement of one or

more of his milestones. This may

affect your

child's speech and language, hisfine and gross motor skills,

and/or his personal and social

skills.


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CATEGORIES OF DISABILITIES

Autism

Deaf-Blindness

Deafness

Emotional Disturbance

Hearing Impairment Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment including blindness


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Autism is a disorder ofneuraldevelopment characterized by

impaired social

interaction and communication,and by restricted and repetitive

behavior. The diagnostic criteria

require that symptoms become

apparent before a child is three

years old.[2]Autism affects

information processing in

the brain by altering how nerve
http://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Autismhttp://en.wikipedia.org/wiki/Human_brainhttp://en.wikipedia.org/wiki/Synapsehttp://en.wikipedia.org/wiki/Human_brainhttp://en.wikipedia.org/wiki/Autismhttp://en.wikipedia.org/wiki/Autismhttp://en.wikipedia.org/wiki/Autismhttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorderhttp://en.wikipedia.org/wiki/Neurodevelopmental_disorder


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Deaf-blindness is thecondition of little or no

useful sight and little or no

useful hearing. Educationally,individuals are considered to be

deaf blind when the combination of

their hearing and sight loss causessuch severe communication and

other developmental and

educational needs that they require

si nificant and uni ue ada tations
http://en.wikipedia.org/wiki/Visual_perceptionhttp://en.wikipedia.org/wiki/Hearing_(sense)http://en.wikipedia.org/wiki/Hearing_(sense)http://en.wikipedia.org/wiki/Visual_perception


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Deafness is defined as adegree of impairment such thata person is unable to

understand speech even in the

presence of amplification.

Inprofound deafness, even the

loudest sounds produced by

an audiometer(an instrument

used to measure hearing by

producing pure tone sounds

through a range of frequencies)

may not be detected. In total

E ti l Di t b
http://en.wikipedia.org/wiki/Audiometerhttp://en.wikipedia.org/wiki/Audiometer


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Emotional Disturbance isone of thirteen disabilities outlined in

the Individuals with Disabilities Education

Act (IDEA). Section 1912(c) of the Public HealthService Act, as amended by Public Law 102-321

defines children with a serious emotional

disturbance as those who are from birth to age of

majority who have had a diagnosable mental,behavioral, or emotional disorder of sufficient

duration to meet diagnostic criteria specified within

the Diagnostic and Statistical Manual of Mental

Disorders (DSM). For the individual to be deemedemotionally disturbed, it must be determined that

the child's condition results in functional

impairment, substantially interfering with one or

more major life activities, such as the abilities to
http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Acthttp://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Acthttp://en.wikipedia.org/wiki/Public_Health_Service_Acthttp://en.wikipedia.org/wiki/Public_Health_Service_Acthttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Mental_disorderhttp://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disordershttp://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disordershttp://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disordershttp://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disordershttp://en.wikipedia.org/wiki/Mental_disorderhttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Public_Health_Service_Acthttp://en.wikipedia.org/wiki/Public_Health_Service_Acthttp://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Acthttp://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act


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Hearing

impairment is thedecreased ability to hearand discriminate among

sounds. It is one of the

most common birth

defects.


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Intellectual disability is a

broad concept encompassing variousintellectual deficits, including mental

retardation(MR), deficits too mild to

properly qualify as MR, various specificconditions (such as specific learning

disability), and problems acquired later in

life through acquired brain

injuries orneurodegenerative

diseases like dementia. Intellectual

disabilities may appear at any age.

Intellectual disability is also increasingly
http://en.wikipedia.org/wiki/Mental_retardationhttp://en.wikipedia.org/wiki/Mental_retardationhttp://en.wikipedia.org/wiki/Specific_learning_disabilityhttp://en.wikipedia.org/wiki/Specific_learning_disabilityhttp://en.wikipedia.org/wiki/Acquired_brain_injurieshttp://en.wikipedia.org/wiki/Acquired_brain_injurieshttp://en.wikipedia.org/wiki/Neurodegenerative_diseaseshttp://en.wikipedia.org/wiki/Neurodegenerative_diseaseshttp://en.wikipedia.org/wiki/Dementiahttp://en.wikipedia.org/wiki/Dementiahttp://en.wikipedia.org/wiki/Neurodegenerative_diseaseshttp://en.wikipedia.org/wiki/Neurodegenerative_diseaseshttp://en.wikipedia.org/wiki/Acquired_brain_injurieshttp://en.wikipedia.org/wiki/Acquired_brain_injurieshttp://en.wikipedia.org/wiki/Specific_learning_disabilityhttp://en.wikipedia.org/wiki/Specific_learning_disabilityhttp://en.wikipedia.org/wiki/Mental_retardationhttp://en.wikipedia.org/wiki/Mental_retardation


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Multiple disabilities isa term for a person with several

disabilities, such as a sensory

disability associated with a motordisability.

Depending on the definition, a

severe intellectual disability may beincluded in the term "multiple

disabilities". Individual usually has

more than one significant disability,

such as movement difficulties,
http://en.wikipedia.org/wiki/Disabilityhttp://en.wikipedia.org/wiki/Disabilityhttp://en.wikipedia.org/wiki/Motor_disabilityhttp://en.wikipedia.org/wiki/Motor_disabilityhttp://en.wikipedia.org/wiki/Intellectual_disabilityhttp://en.wikipedia.org/wiki/Intellectual_disabilityhttp://en.wikipedia.org/wiki/Motor_disabilityhttp://en.wikipedia.org/wiki/Motor_disabilityhttp://en.wikipedia.org/wiki/Disabilityhttp://en.wikipedia.org/wiki/Disability


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Orthopedic Impairment asdefined by the IDEA, is a bodily impairment

that is severe enough to negatively affect achilds educational performance. This

disability category includes all orthopedic

impairments, regardless of cause.Examples of potential causes of

orthopedic impairment include genetic

abnormality, disease, injury, birth trauma,amputation, burns, or other causes.People

with orthopedic impairments usually need

physical accommodations orassistive

technology in work and life and have legal
http://learningdisabilities.about.com/od/publicschoolprograms/g/ideadefiniton.htmhttp://learningdisabilities.about.com/b/2008/06/30/assistive-technology-enhances-learning-working-and-living.htmhttp://learningdisabilities.about.com/b/2008/06/30/assistive-technology-enhances-learning-working-and-living.htmhttp://learningdisabilities.about.com/b/2008/06/30/assistive-technology-enhances-learning-working-and-living.htmhttp://learningdisabilities.about.com/b/2008/06/30/assistive-technology-enhances-learning-working-and-living.htmhttp://learningdisabilities.about.com/b/2008/06/30/assistive-technology-enhances-learning-working-and-living.htmhttp://learningdisabilities.about.com/od/publicschoolprograms/g/ideadefiniton.htm


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Other Health

Impairment means havinglimited strength, vitality or alertnessincluding a heightened alertness to

environmental stimuli, that results in

limited alertness with respect to the

educational environment, that:

is due to chronic or acute health

problems such as asthma, attentiondeficit disorder or attention deficient

hyperactivity disorder, diabetes,

epilepsy, or heart condition,

S ifi L i


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Specific Learning

Disabilities are a group of disabilitiesin the Individuals with Disabilities EducationAct (IDEA) The IDEA defines specific learning

disabilities as a group of disorders in one or

more of these areas of learning:Learningdisabilities ofexpressive language, also

called oral expression;

Learning disabilities ofreceptive language,

also called listening comprehension;Learning disabilities ofbasic writing

mechanics;

Learning disabilities ofwritten expression;
http://learningdisabilities.about.com/od/whatisld/a/whatissld.htmhttp://learningdisabilities.about.com/od/whatisld/a/whatissld.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/exprslangdisrdr.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbaiscwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbscreading.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbscreading.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbscreading.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbaiscwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbaiscwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbaiscwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htmhttp://learningdisabilities.about.com/od/learningdisabilitybasics/p/exprslangdisrdr.htmhttp://learningdisabilities.about.com/od/whatisld/a/whatissld.htmhttp://learningdisabilities.about.com/od/whatisld/a/whatissld.htm


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Speech And Language

Impairmentare basic categories that

might be drawn in issues of communication involve

hearing, speech, language, and fluency.

Hearing will be excluded from our discussion as it

is the focus of experts in other domains. Speech isthe first category, and it includes articulation and

voice.Articulation refers to the sounds,syllables,

and phonology produced by the individual. Voice,

however, may refer to the characteristics of thesounds producedspecifically, the pitch, quality,

and intensity of the sound. Often,fluency will also

be considered a category under speech,

encompassing the characteristics ofrhythm, rate,

Traumatic brain injury
http://en.wikipedia.org/wiki/Speechhttp://en.wikipedia.org/wiki/Articulationhttp://en.wikipedia.org/wiki/Syllableshttp://en.wikipedia.org/wiki/Phonologyhttp://en.wikipedia.org/wiki/Voicehttp://en.wikipedia.org/wiki/Pitchhttp://en.wikipedia.org/wiki/Fluencyhttp://en.wikipedia.org/wiki/Rhythmhttp://en.wikipedia.org/wiki/Rhythmhttp://en.wikipedia.org/wiki/Fluencyhttp://en.wikipedia.org/wiki/Pitchhttp://en.wikipedia.org/wiki/Voicehttp://en.wikipedia.org/wiki/Phonologyhttp://en.wikipedia.org/wiki/Syllableshttp://en.wikipedia.org/wiki/Articulationhttp://en.wikipedia.org/wiki/Speech


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Traumatic brain injury (TBI),also known as intracranial injury, occurs when an

external force traumatically injures the brain. TBI

can be classified based on severity, mechanism

(closed orpenetrating head injury), or other

features (e.g., occurring in a specific location or

over a widespread area). Head injury usually refersto TBI, but is a broader category because it caninvolve damage to structures other than the brain,

such as the scalp and skull.

TBI is a major cause of death and disabilityworldwide, especially in children and young

adults. Causes include falls, vehicle accidents, and

violence. Prevention measures include use of

technology to protect those suffering from

Vi l I i t
http://en.wikipedia.org/wiki/Physical_traumahttp://en.wikipedia.org/wiki/Brainhttp://en.wikipedia.org/wiki/Closed_head_injuryhttp://en.wikipedia.org/wiki/Penetrating_head_injuryhttp://en.wikipedia.org/wiki/Head_injuryhttp://en.wikipedia.org/wiki/List_of_causes_of_death_by_ratehttp://en.wikipedia.org/wiki/List_of_causes_of_death_by_ratehttp://en.wikipedia.org/wiki/List_of_causes_of_death_by_ratehttp://en.wikipedia.org/wiki/List_of_causes_of_death_by_ratehttp://en.wikipedia.org/wiki/Head_injuryhttp://en.wikipedia.org/wiki/Penetrating_head_injuryhttp://en.wikipedia.org/wiki/Penetrating_head_injuryhttp://en.wikipedia.org/wiki/Penetrating_head_injuryhttp://en.wikipedia.org/wiki/Closed_head_injuryhttp://en.wikipedia.org/wiki/Brainhttp://en.wikipedia.org/wiki/Physical_trauma


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Visual Impairment (or visionimpairment) is vision loss (of a person) to such a

degree as to qualify as an additional supportneed through a significant limitation

of visual capability resulting from

either disease, trauma, or congenital or

degenerative conditions that cannot be correctedby conventional means, such as refractive

correction, medication, or surgery.[1][2][3] This

functional loss of vision is typically defined tomanifest with

best corrected visual acuity of less than 20/60, or

significant central field defect,
http://en.wikipedia.org/wiki/Vision_losshttp://en.wikipedia.org/wiki/Visual_perceptionhttp://en.wikipedia.org/wiki/Diseasehttp://en.wikipedia.org/wiki/Physical_traumahttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_acuityhttp://en.wikipedia.org/wiki/Visual_acuityhttp://en.wikipedia.org/wiki/Visual_acuityhttp://en.wikipedia.org/wiki/Visual_acuityhttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Visual_impairmenthttp://en.wikipedia.org/wiki/Physical_traumahttp://en.wikipedia.org/wiki/Diseasehttp://en.wikipedia.org/wiki/Visual_perceptionhttp://en.wikipedia.org/wiki/Vision_losshttp://en.wikipedia.org/wiki/Vision_losshttp://en.wikipedia.org/wiki/Vision_loss

ELIGIBILITY FOR SPECIAL EDUCATION SERVICES & POSSIBLE CATEGORIES.

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