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In a message dated 1/9/2005 2:04:30 AM Eastern Standard Time,

leslie-kerrigan@... writes:

>

> We have managed to avoid the MR issue (and the IQ testing required to

> prove/disprove this) all together by having labeled as " Speech

> and language impaired " for her " Qualifying handicapping condition " .

> Since she is still in elementary school, we have not run into any

> problems...... they ask to IQ test her, I state me reasons for refusing,

> and we move on :-) Her trienial review is coming up in the spring, and

> I'm sure we'll go through it once again, hee hee. Maybe they have it in

> her file now " Mom absolutely, without a doubt, will refuse all IQ

> testing at this time " As I always ask them...... " Have you ever had a

> child in the district that had DS and did not qualify for and IEP? What

> does it matter what her IQ is, you will still be providing the exact

> same services! " I guess if we need an IQ test at age, I'll worry about

> it them.

>

> , mom to (9), (almost 7, DS), and (5

---

The down side to this category is that you don't get OT/PT service

When my daughter was in Preschool in CA she was put in the " Developmentally

Delayed " category but when we got to MD (when she was 3) the school didn't

recognize the DD category (it wasn't until much later I found out I could have

fought them on this) and I tried to get her in a MD (multiple disability catego

ry) recognizing her speech issues (apraxia) and OT issues. It was a losing

battle. They did the WPSSI to put her in MR - and then used that to argue she

couldn't go to her neighborhood school. We went to DP and lost (but got the

issue

resolved another way). DP was brutal. They used the IQ results to prove to the

ALJ (Administrative Law Judge) that she was in pretty bad shape and there was

no way she could be in an Inclusion setting without a dedicated Special Ed

teacher (not mere aide) in the class with her at all times. This in spite of the

fact she knew all her letters, colors, shapes, and was generally a

well-behaved kid.

- Becky

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-

this is the area where NCLD is really hurting our kids and is working cross

purposes to IDEA.

Under IDEA the school has to educate our kids until age 22. So technically

our kids school have under age 22 to try to graduate from HS with a real

diploma.

But under NCLB, if your child is on a " diploma track " then they are expected

to keep up with the work and progress grade-to-grade with their peers (instead

of at their own rate). There is no provision for the children to spend 8

years in HS progressing at their own rates.

If you go the " certificate route " - so that your child can get the

modifications to curriculum, then the coursework doesn't count towards

graduation.

Because of s' apraxia I've got her on certificate track (she's

currently in 7th grade). But there are other kids in her grade and pullout for

English

& Math who definitely are in that " grey area " . The MS is under tramendous

pressure to make sure they are ready to take HSA exams by the time they are in

9th grade... instead of allowing them to take them any time before graduation.

- Becky

In a message dated 1/9/2005 12:31:14 AM Eastern Standard Time,

linman42@... writes:

> But it is making it very difficult to get my daughter into alternate

> assessment because she does not meet the criteria of 'serverly cognigtively

> delayed'

> or functioning at the level of a 5 year old. Her IQ score may actually

> qualify

> her- I hate going that route, but the DOE is making my life miserable.

>

> How can she possibly take an 8th grade ELA (English Language Arts exam) when

>

> she reads on a 4th grade level??????? She couldnt take the 4th grade ELA

> now.

> She will not be taking the 8th grade test which is next week- I just found

> out.

>

> it was a hard decision for me to put her alternate assessment and not go the

>

> regents diploma route- she is definately in what the powers that be call 'in

>

> the gray area'- she is too high functioning to really fit the current

> criteria.

>

> On the other hand, do you know what regular 9th grade math is like? The one

>

> you have to take a regents for???? I couldnt do 9th grade math without lots

>

> of refreshers now!

>

>

>

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-

this is the area where NCLD is really hurting our kids and is working cross

purposes to IDEA.

Under IDEA the school has to educate our kids until age 22. So technically

our kids school have under age 22 to try to graduate from HS with a real

diploma.

But under NCLB, if your child is on a " diploma track " then they are expected

to keep up with the work and progress grade-to-grade with their peers (instead

of at their own rate). There is no provision for the children to spend 8

years in HS progressing at their own rates.

If you go the " certificate route " - so that your child can get the

modifications to curriculum, then the coursework doesn't count towards

graduation.

Because of s' apraxia I've got her on certificate track (she's

currently in 7th grade). But there are other kids in her grade and pullout for

English

& Math who definitely are in that " grey area " . The MS is under tramendous

pressure to make sure they are ready to take HSA exams by the time they are in

9th grade... instead of allowing them to take them any time before graduation.

- Becky

In a message dated 1/9/2005 12:31:14 AM Eastern Standard Time,

linman42@... writes:

> But it is making it very difficult to get my daughter into alternate

> assessment because she does not meet the criteria of 'serverly cognigtively

> delayed'

> or functioning at the level of a 5 year old. Her IQ score may actually

> qualify

> her- I hate going that route, but the DOE is making my life miserable.

>

> How can she possibly take an 8th grade ELA (English Language Arts exam) when

>

> she reads on a 4th grade level??????? She couldnt take the 4th grade ELA

> now.

> She will not be taking the 8th grade test which is next week- I just found

> out.

>

> it was a hard decision for me to put her alternate assessment and not go the

>

> regents diploma route- she is definately in what the powers that be call 'in

>

> the gray area'- she is too high functioning to really fit the current

> criteria.

>

> On the other hand, do you know what regular 9th grade math is like? The one

>

> you have to take a regents for???? I couldnt do 9th grade math without lots

>

> of refreshers now!

>

>

>

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In a message dated 1/8/2005 11:12:27 PM Eastern Standard Time,

writes:

In NY, an IQ score is necessary to determine some services rendered by

medicaid. In fact for medicaid, a dx of DS will not cut it alone without a

score-

the DX does not stand alone.

We have lived in NY state all of our married life. Sheila was born in NY

state. We have consistently refused to allow any quantitative testing to be done

on Sheila. (That is any testing that produces a score: standard deviations,

stanines, %, etc.) But Sheila has been receiving services right from birth on

and

has a Community and Home Based Waiver--which includes Medicaid. ;-)

nancy

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In a message dated 1/8/2005 11:12:27 PM Eastern Standard Time,

writes:

In NY, an IQ score is necessary to determine some services rendered by

medicaid. In fact for medicaid, a dx of DS will not cut it alone without a

score-

the DX does not stand alone.

We have lived in NY state all of our married life. Sheila was born in NY

state. We have consistently refused to allow any quantitative testing to be done

on Sheila. (That is any testing that produces a score: standard deviations,

stanines, %, etc.) But Sheila has been receiving services right from birth on

and

has a Community and Home Based Waiver--which includes Medicaid. ;-)

nancy

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I was confused by that too. Nic has gotten Medicaid since about 1 month old, so

how do they do an IQ test on an infant? Nic's Dx of DS automatically qualifies

him for Medicaid here in PA.

Di

In NY, an IQ score is necessary to determine some services rendered by

medicaid. In fact for medicaid, a dx of DS will not cut it alone without a

score- the DX does not stand alone.

We have lived in NY state all of our married life. Sheila was born in NY

state. We have consistently refused to allow any quantitative testing to be

done

on Sheila. (That is any testing that produces a score: standard deviations,

stanines, %, etc.) But Sheila has been receiving services right from birth on

and

has a Community and Home Based Waiver--which includes Medicaid. ;-)

nancy

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I was confused by that too. Nic has gotten Medicaid since about 1 month old, so

how do they do an IQ test on an infant? Nic's Dx of DS automatically qualifies

him for Medicaid here in PA.

Di

In NY, an IQ score is necessary to determine some services rendered by

medicaid. In fact for medicaid, a dx of DS will not cut it alone without a

score- the DX does not stand alone.

We have lived in NY state all of our married life. Sheila was born in NY

state. We have consistently refused to allow any quantitative testing to be

done

on Sheila. (That is any testing that produces a score: standard deviations,

stanines, %, etc.) But Sheila has been receiving services right from birth on

and

has a Community and Home Based Waiver--which includes Medicaid. ;-)

nancy

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In a message dated 1/9/2005 7:05:22 PM Eastern Standard Time,

writes:

An informed parent by this time will have all of their ducks in a row

in preparation for the IQ question.

One of the simple things I did to help get my ducks in a row was make a call

to our State Ed department and I asked them what kind of testing they require.

Well, they hemmed and hawed and past the call around (each time I asked for

the name and spelling of said name) until someone was willing to tell me that

observations and statements from everyone -including the parents fills the

testing requirement (this is considered qualitative data collection, or

testing).

Then the first time I refused to have quantitative testing done I got, " but

the state requires it " I was able to say: " According to Mr. High Mucky Muck of

the State Ed department this is what they require... "

nancy (mom of , Sheila-Ds, and Colleen)

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In a message dated 1/9/2005 7:05:22 PM Eastern Standard Time,

writes:

An informed parent by this time will have all of their ducks in a row

in preparation for the IQ question.

One of the simple things I did to help get my ducks in a row was make a call

to our State Ed department and I asked them what kind of testing they require.

Well, they hemmed and hawed and past the call around (each time I asked for

the name and spelling of said name) until someone was willing to tell me that

observations and statements from everyone -including the parents fills the

testing requirement (this is considered qualitative data collection, or

testing).

Then the first time I refused to have quantitative testing done I got, " but

the state requires it " I was able to say: " According to Mr. High Mucky Muck of

the State Ed department this is what they require... "

nancy (mom of , Sheila-Ds, and Colleen)

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In a message dated 1/9/2005 9:58:00 PM Eastern Standard Time,

leslie-kerrigan@... writes:

>

>

> has always gotten OT and PT. It is my understanding that the

> " Qualifying Handicapping Condition " gets the IEP, but what goals and

> services are determined to be " Educationally necessary " are then

> determined by the team. We have had no problems with this. She was

> qualified as DD in MD (as an infant/toddler), then Regional qualified

> has as MR when we moved back to CA, and then her preschool team

> recatagorized her 3 years ago before we transitioned to kindergarten as

> " Speech and language impaired " because her assessments put her at " age

> appropriate " in several areas, and they were afraid if the put MR

> (without testing), if someone looked at her assessments, it would be a

> red flag.

>

>

>

--- techinically she shouldn't get OT/PT under speech & language BUT it can

happen that a school district will slide some things in that technically they

shouldn't... but if it works for you I wouldn't complain (!).

I had a similar situation had with my son who has CAPD. The school gave him

OT services for his handwriting even tho they didn' t really qualify him under

Orthopedically Impaired (or any other category for that matter) but since I

had been fighting them for 2 years to give him SOMETHING to help him express

himself in writing I wasn't going to argue (!).

- Becky

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In a message dated 1/9/2005 9:58:00 PM Eastern Standard Time,

leslie-kerrigan@... writes:

>

>

> has always gotten OT and PT. It is my understanding that the

> " Qualifying Handicapping Condition " gets the IEP, but what goals and

> services are determined to be " Educationally necessary " are then

> determined by the team. We have had no problems with this. She was

> qualified as DD in MD (as an infant/toddler), then Regional qualified

> has as MR when we moved back to CA, and then her preschool team

> recatagorized her 3 years ago before we transitioned to kindergarten as

> " Speech and language impaired " because her assessments put her at " age

> appropriate " in several areas, and they were afraid if the put MR

> (without testing), if someone looked at her assessments, it would be a

> red flag.

>

>

>

--- techinically she shouldn't get OT/PT under speech & language BUT it can

happen that a school district will slide some things in that technically they

shouldn't... but if it works for you I wouldn't complain (!).

I had a similar situation had with my son who has CAPD. The school gave him

OT services for his handwriting even tho they didn' t really qualify him under

Orthopedically Impaired (or any other category for that matter) but since I

had been fighting them for 2 years to give him SOMETHING to help him express

himself in writing I wasn't going to argue (!).

- Becky

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Becky, (And Tim)

I just found out that in NY there are 3 courses to follow.

The first of course is toward a regents diploma-there are some provisions

that state it can take as long as it has to and that some spec ed kids may only

need to pass like 5.

The second is to take the courses over more time say a 9th grade science but

do it in one and a half years and then take the regent. I forgot what this is

called.

And the last is to have alternate assessment- will get an IEP diploma, not a

regents diploma. Our kids can stay in HS until they are 21.

Some colleges are accepting an IEP diploma to attend courses in special

needs college programs. I was worried about that. I also know someone who took

until they were 23 to pass the required regents, but did it.

Transitioning into HS is tricky and very confusing and they are changing

their minds as we speak.

I was all set two days before xmas vaca to sign amanda's IEP for alternate

assessment, a 12 month program and even change the classification to MR from LD,

when the state came in with their crap that she did not meet all the

criteria. It really doesnt matter sometimes how well prepared you are. I was

devasted by this new found news as were everyone at her school. It may affect

her HS

placement big time and there is not much now I can do except pray and then

appeal.

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Becky, (And Tim)

I just found out that in NY there are 3 courses to follow.

The first of course is toward a regents diploma-there are some provisions

that state it can take as long as it has to and that some spec ed kids may only

need to pass like 5.

The second is to take the courses over more time say a 9th grade science but

do it in one and a half years and then take the regent. I forgot what this is

called.

And the last is to have alternate assessment- will get an IEP diploma, not a

regents diploma. Our kids can stay in HS until they are 21.

Some colleges are accepting an IEP diploma to attend courses in special

needs college programs. I was worried about that. I also know someone who took

until they were 23 to pass the required regents, but did it.

Transitioning into HS is tricky and very confusing and they are changing

their minds as we speak.

I was all set two days before xmas vaca to sign amanda's IEP for alternate

assessment, a 12 month program and even change the classification to MR from LD,

when the state came in with their crap that she did not meet all the

criteria. It really doesnt matter sometimes how well prepared you are. I was

devasted by this new found news as were everyone at her school. It may affect

her HS

placement big time and there is not much now I can do except pray and then

appeal.

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Becky, (And Tim)

I just found out that in NY there are 3 courses to follow.

The first of course is toward a regents diploma-there are some provisions

that state it can take as long as it has to and that some spec ed kids may only

need to pass like 5.

The second is to take the courses over more time say a 9th grade science but

do it in one and a half years and then take the regent. I forgot what this is

called.

And the last is to have alternate assessment- will get an IEP diploma, not a

regents diploma. Our kids can stay in HS until they are 21.

Some colleges are accepting an IEP diploma to attend courses in special

needs college programs. I was worried about that. I also know someone who took

until they were 23 to pass the required regents, but did it.

Transitioning into HS is tricky and very confusing and they are changing

their minds as we speak.

I was all set two days before xmas vaca to sign amanda's IEP for alternate

assessment, a 12 month program and even change the classification to MR from LD,

when the state came in with their crap that she did not meet all the

criteria. It really doesnt matter sometimes how well prepared you are. I was

devasted by this new found news as were everyone at her school. It may affect

her HS

placement big time and there is not much now I can do except pray and then

appeal.

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Share on other sites

has always gotten OT and PT. It is my understanding that the

" Qualifying Handicapping Condition " gets the IEP, but what goals and

services are determined to be " Educationally necessary " are then

determined by the team. We have had no problems with this. She was

qualified as DD in MD (as an infant/toddler), then Regional qualified

has as MR when we moved back to CA, and then her preschool team

recatagorized her 3 years ago before we transitioned to kindergarten as

" Speech and language impaired " because her assessments put her at " age

appropriate " in several areas, and they were afraid if the put MR

(without testing), if someone looked at her assessments, it would be a

red flag.

RSYOSH@... wrote:

>In a message dated 1/9/2005 2:04:30 AM Eastern Standard Time,

>leslie-kerrigan@... writes:

>

>

>

>>We have managed to avoid the MR issue (and the IQ testing required to

>>prove/disprove this) all together by having labeled as " Speech

>>and language impaired " for her " Qualifying handicapping condition " .

>>Since she is still in elementary school, we have not run into any

>>problems...... they ask to IQ test her, I state me reasons for refusing,

>>and we move on :-) Her trienial review is coming up in the spring, and

>>I'm sure we'll go through it once again, hee hee. Maybe they have it in

>>her file now " Mom absolutely, without a doubt, will refuse all IQ

>>testing at this time " As I always ask them...... " Have you ever had a

>>child in the district that had DS and did not qualify for and IEP? What

>>does it matter what her IQ is, you will still be providing the exact

>>same services! " I guess if we need an IQ test at age, I'll worry about

>>it them.

>>

>>, mom to (9), (almost 7, DS), and (5

>>

>>

>

>---

>The down side to this category is that you don't get OT/PT service

>

>When my daughter was in Preschool in CA she was put in the " Developmentally

>Delayed " category but when we got to MD (when she was 3) the school didn't

>recognize the DD category (it wasn't until much later I found out I could have

>fought them on this) and I tried to get her in a MD (multiple disability catego

>ry) recognizing her speech issues (apraxia) and OT issues. It was a losing

>battle. They did the WPSSI to put her in MR - and then used that to argue she

>couldn't go to her neighborhood school. We went to DP and lost (but got the

issue

>resolved another way). DP was brutal. They used the IQ results to prove to the

>ALJ (Administrative Law Judge) that she was in pretty bad shape and there was

>no way she could be in an Inclusion setting without a dedicated Special Ed

>teacher (not mere aide) in the class with her at all times. This in spite of

the

>fact she knew all her letters, colors, shapes, and was generally a

>well-behaved kid.

>

>- Becky

>

>

>

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has always gotten OT and PT. It is my understanding that the

" Qualifying Handicapping Condition " gets the IEP, but what goals and

services are determined to be " Educationally necessary " are then

determined by the team. We have had no problems with this. She was

qualified as DD in MD (as an infant/toddler), then Regional qualified

has as MR when we moved back to CA, and then her preschool team

recatagorized her 3 years ago before we transitioned to kindergarten as

" Speech and language impaired " because her assessments put her at " age

appropriate " in several areas, and they were afraid if the put MR

(without testing), if someone looked at her assessments, it would be a

red flag.

RSYOSH@... wrote:

>In a message dated 1/9/2005 2:04:30 AM Eastern Standard Time,

>leslie-kerrigan@... writes:

>

>

>

>>We have managed to avoid the MR issue (and the IQ testing required to

>>prove/disprove this) all together by having labeled as " Speech

>>and language impaired " for her " Qualifying handicapping condition " .

>>Since she is still in elementary school, we have not run into any

>>problems...... they ask to IQ test her, I state me reasons for refusing,

>>and we move on :-) Her trienial review is coming up in the spring, and

>>I'm sure we'll go through it once again, hee hee. Maybe they have it in

>>her file now " Mom absolutely, without a doubt, will refuse all IQ

>>testing at this time " As I always ask them...... " Have you ever had a

>>child in the district that had DS and did not qualify for and IEP? What

>>does it matter what her IQ is, you will still be providing the exact

>>same services! " I guess if we need an IQ test at age, I'll worry about

>>it them.

>>

>>, mom to (9), (almost 7, DS), and (5

>>

>>

>

>---

>The down side to this category is that you don't get OT/PT service

>

>When my daughter was in Preschool in CA she was put in the " Developmentally

>Delayed " category but when we got to MD (when she was 3) the school didn't

>recognize the DD category (it wasn't until much later I found out I could have

>fought them on this) and I tried to get her in a MD (multiple disability catego

>ry) recognizing her speech issues (apraxia) and OT issues. It was a losing

>battle. They did the WPSSI to put her in MR - and then used that to argue she

>couldn't go to her neighborhood school. We went to DP and lost (but got the

issue

>resolved another way). DP was brutal. They used the IQ results to prove to the

>ALJ (Administrative Law Judge) that she was in pretty bad shape and there was

>no way she could be in an Inclusion setting without a dedicated Special Ed

>teacher (not mere aide) in the class with her at all times. This in spite of

the

>fact she knew all her letters, colors, shapes, and was generally a

>well-behaved kid.

>

>- Becky

>

>

>

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Oh ,

While we are not in HS yet (or anywhere close) I do know how you feel! I'll

pray for you!

mom to Bridget 11

wife to

in upstate SC

Re: re: IQ testing

Becky, (And Tim)

I just found out that in NY there are 3 courses to follow.

The first of course is toward a regents diploma-there are some provisions

that state it can take as long as it has to and that some spec ed kids may

only

need to pass like 5.

The second is to take the courses over more time say a 9th grade science but

do it in one and a half years and then take the regent. I forgot what this is

called.

And the last is to have alternate assessment- will get an IEP diploma, not a

regents diploma. Our kids can stay in HS until they are 21.

Some colleges are accepting an IEP diploma to attend courses in special

needs college programs. I was worried about that. I also know someone who

took

until they were 23 to pass the required regents, but did it.

Transitioning into HS is tricky and very confusing and they are changing

their minds as we speak.

I was all set two days before xmas vaca to sign amanda's IEP for alternate

assessment, a 12 month program and even change the classification to MR from

LD,

when the state came in with their crap that she did not meet all the

criteria. It really doesnt matter sometimes how well prepared you are. I was

devasted by this new found news as were everyone at her school. It may affect

her HS

placement big time and there is not much now I can do except pray and then

appeal.

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Oh ,

While we are not in HS yet (or anywhere close) I do know how you feel! I'll

pray for you!

mom to Bridget 11

wife to

in upstate SC

Re: re: IQ testing

Becky, (And Tim)

I just found out that in NY there are 3 courses to follow.

The first of course is toward a regents diploma-there are some provisions

that state it can take as long as it has to and that some spec ed kids may

only

need to pass like 5.

The second is to take the courses over more time say a 9th grade science but

do it in one and a half years and then take the regent. I forgot what this is

called.

And the last is to have alternate assessment- will get an IEP diploma, not a

regents diploma. Our kids can stay in HS until they are 21.

Some colleges are accepting an IEP diploma to attend courses in special

needs college programs. I was worried about that. I also know someone who

took

until they were 23 to pass the required regents, but did it.

Transitioning into HS is tricky and very confusing and they are changing

their minds as we speak.

I was all set two days before xmas vaca to sign amanda's IEP for alternate

assessment, a 12 month program and even change the classification to MR from

LD,

when the state came in with their crap that she did not meet all the

criteria. It really doesnt matter sometimes how well prepared you are. I was

devasted by this new found news as were everyone at her school. It may affect

her HS

placement big time and there is not much now I can do except pray and then

appeal.

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Labels do not drive services, they just are a source of qualifying for

services. You can have two students with disabilities, with two different

labels

and their services are the same.

Cheryl in VA

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Labels do not drive services, they just are a source of qualifying for

services. You can have two students with disabilities, with two different

labels

and their services are the same.

Cheryl in VA

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In a message dated 1/10/2005 8:27:20 AM Central Standard Time,

wildwards@... writes:

Labels do not drive services, they just are a source of qualifying for

services. You can have two students with disabilities, with two different

labels

and their services are the same.

Cheryl in VA

Hi :)

I kind of disagree, for us there is an exception to this rule ...... because

of Sara's health impaired label we receive medical services, plans and

support .................... none have anything to do with her goals and

objectives. Sara also has accommodations and adaptations because of this label

:)

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

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In a message dated 1/10/2005 8:27:20 AM Central Standard Time,

wildwards@... writes:

Labels do not drive services, they just are a source of qualifying for

services. You can have two students with disabilities, with two different

labels

and their services are the same.

Cheryl in VA

Hi :)

I kind of disagree, for us there is an exception to this rule ...... because

of Sara's health impaired label we receive medical services, plans and

support .................... none have anything to do with her goals and

objectives. Sara also has accommodations and adaptations because of this label

:)

Kathy mom to Sara 13

¸...¸ ___/ /\ \___ ¸...¸

,·´º o`·, /__/ _/\_ \__\ ,·´º o`·,

```)¨(´´´ | | | | | | | | | ```)¨(´´´

¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-.¸

As for me and my house, we will serve the Lord.

Josh. 24:15

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See, here is the difference between states. We have health plans that could

be drawn up for anyone with a label .... that would dictate services in

addition to the IEP.;-)

My point would be that if you have a LD label or a MR label (or here, even

Speech label gets therapies, speech label qualifies you as a special ed student

and does not limit your related services) you are not limited by services and

you could have either and receive same services if team agreed they were

needed and put them on IEP.

Now, in reality, many parents try to have their child labeled LD or OHI to

avoid the stereotype of MR and the limit of resources traditionally given to

students with that label.

Cheryl

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See, here is the difference between states. We have health plans that could

be drawn up for anyone with a label .... that would dictate services in

addition to the IEP.;-)

My point would be that if you have a LD label or a MR label (or here, even

Speech label gets therapies, speech label qualifies you as a special ed student

and does not limit your related services) you are not limited by services and

you could have either and receive same services if team agreed they were

needed and put them on IEP.

Now, in reality, many parents try to have their child labeled LD or OHI to

avoid the stereotype of MR and the limit of resources traditionally given to

students with that label.

Cheryl

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Don't forget, there are more criteria than IQ score that are needed to earn

an MR label.

Cheryl in VA

The AAMR Definition of Mental Retardation

Mental retardation is a disability characterized by significant limitations

both in intellectual functioning and in adaptive behavior as expressed in

conceptual, social, and practical adaptive skills.

This disability originates before age 18.

Five Assumptions Essential to the Application of the Definition 1.

Limitations in present functioning must be considered within the context of

community environments typical of the individual's age peers and culture.

2.

Valid assessment considers cultural and linguistic diversity as well as

differences in communication, sensory, motor, and behavioral factors.

3.

Within an individual, limitations often coexist with strengths.

4.

An important purpose of describing limitations is to develop a profile of

needed supports.

5.

With appropriate personalized supports over a sustained period, the life

functioning of the person with mental retardation generally will improve.

©2002 American Association on Mental Retardation.

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