Transcript Document

2009
DEPARTMENT OF EDUCATION AND TRAINING
Review of Criteria for
the EAP Disability Category
of
Intellectual Impairment
(II)
Key Issues
•
•
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Terminology
Definition
Criteria
Form
Professional practices
Education Adjustment Program
Terminology and Definition
The terminology and definition of II were
considered together to ensure they are
clear, current, in line with other
educational jurisdictions and fit within the
ICF framework for disability adopted by
the department for the EAP.
Education Adjustment Program
Existing Definition (until 26 June 2009)
The department currently uses the DSMIV-TR (2000) definition of Intellectual
Impairment (Mental Retardation) for entry
to the category of Intellectual Impairment.
Education Adjustment Program
Revised Definition (from 29 June 2009)
• Intellectual impairment is characterised by
significant limitations both in intellectual
functioning and in adaptive behaviour as
expressed in conceptual, social, and practical
adaptive skills. This impairment originates
before age 18. (Adapted from AAIDD, 2002)
• The student’s identified level of functioning
results in activity limitations and participation
restrictions at school requiring significant
education adjustments
Education Adjustment Program
Definition – 5 Assumptions
1. Limitations in present functioning must be
considered within the context of community
environments typical of the individual’s age
peers
2. Valid assessment considers cultural and
linguistic diversity as well as differences in
communication, sensory, motor, and
behavioural factors
3. Within an individual, limitations often coexist
with strengths
Education Adjustment Program
Definition – 5 Assumptions
4. An important purpose of describing
limitations is to develop a profile of
needed supports
5. With appropriate personalised supports
over a sustained period, the life
functioning of the person with
intellectual impairment generally will
improve
Education Adjustment Program
Terminology and Definition
Outcome:
• Change from DSM IV TR to AAIDD
• No change to the title of the category
• No change to the intent
Education Adjustment Program
Revised Criteria (from 29 June 2009)
• There will now be two criteria for
identifying students in the disability
category of II
• These relate to the identified
impairment (criterion 1) and the
associated activity limitations and
participation restrictions (criterion 2)
Education Adjustment Program
Revised Criteria (from 29 June 2009)
Criterion 1
Criterion 2
Impairment
+
Activity limitations/
participation restrictions
=
Disability
Education Adjustment Program
Criterion 1
1a. Significant limitations in intellectual
functioning
1b. Significant limitations in adaptive
behaviour
1c. The impairment originates before 18
years of age
Education Adjustment Program
Criterion 1a
Evidence: Significant limitations in intellectual
functioning
• Scores obtained from current individually
administered psychoeducational assessments
are at least two standard deviations below the
mean, considering the Standard Error of
Measurement (SEM) for the specific
assessment instruments used and the
instruments’ strengths and limitations
Education Adjustment Program
Criterion 1a
• Where formal psychoeducational
assessment is not possible or not
appropriate, then relevant information
needs to be provided from a range of
contexts, to support the presence of
significant limitations in intellectual
functioning
Education Adjustment Program
Criterion 1b
Evidence: Significant limitations in
adaptive behaviour
• Significant limitations in adaptive
behaviour are operationally defined as
performance that is at least 2 standard
deviations below the mean of either:
Education Adjustment Program
Criterion 1b
• one of the following three types of
adaptive behaviour: conceptual, social,
or practical,
or
• an overall score on a standardised
measure of conceptual, social, and
practical skills
Education Adjustment Program
Criterion 1b
• Limitations in adaptive behaviour are
determined by using a broad range of
assessment methods across a range of
sources and settings
Education Adjustment Program
Criterion 1c
Evidence: The impairment originates
before 18 years of age
Education Adjustment Program
Criterion 2
• The student’s identified level of
functioning results in activity limitations
and participation restrictions at school
requiring significant education
adjustments
Education Adjustment Program
Criterion 2
Evidence:
• The student’s level of functioning is
significantly below peers
• Programs and adjustments in areas of
need that have been implemented and
the achieved outcomes
• Programs and adjustments that need to
be maintained (wholly or partially) to
address the educational needs
Education Adjustment Program
Criteria
Outcome:
Change to the criteria
• There will now be two criteria
• Criterion 1 – the impairment
• Criterion 2 - the activity limitations and
participation restrictions
Education Adjustment Program
Verification Form (EAP VER 5)
The II verification form was revised to
ensure it serves as an effective tool for:
– incorporating changes to the criteria
and collating the required verification
information
– facilitating consistency in decision
making at all levels regarding the
criteria
Education Adjustment Program
Verification Form (EAP VER 5)
• PART A: Student details
• PART B: Evidence Supporting Verification
– Evidence for criterion 1(impairment)
• similar to previous form
– Evidence for criterion 2 (activity limitations and
participation restrictions)
• common form
– Profession specific quality assurance and decision
making
• PART C: Principal request
Education Adjustment Program
Verification Form (EAP VER 5)
Outcome:
• No change to the intent
• Change to the format for reporting
• Section 2: Medical Diagnosis - has been
removed
Education Adjustment Program
Professional Practice
The revised criteria and forms are
designed to promote best practice in
assessment, interpretation and reporting
with educational programming in mind.
Education Adjustment Program
Professional Practice
• Developmental/medical/social/emotional/
behavioural/language/cultural and
environmental factors
• Assessment history
• Educational history/interventions
• Educational implications/adjustments required
• Where appropriate, exclude other possible
diagnoses
(Adapted from Mental Retardation - Definition, Classification, and Systems of Supports AAMR 10th Edition,
Chapter 6)
Education Adjustment Program
Key Issues
NOTE: The outlined changes are not
anticipated to impact on the cohort of
students identified in the disability
category of II.
Education Adjustment Program
Further Information
EAP Website
http://education.qld.gov.au/students/disabilities/adjustment/
Gateway to Educational Adjustments
and Programming
http://elearn.eq.edu.au/webapps/portal/frameset.jsp
Gateway Registration Information
http://education.qld.gov.au/lpas/public/community/ViewCommunity.aspx?CommunityId=2862
Education Adjustment Program