581-015-2155 Intellectual Disability (1) Definition of Intellectual Disability: For early childhood and school age special education, “Intellectual Disability” means significantly subaverage general intellectual functioning, and includes a student whose intelligence test score is two or more standard deviations below the norm on a standardized individual intelligence test, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, and that adversely affects a child's educational performance. (2) Comprehensive Evaluation: If a child is suspected of having an intellectual disability, a comprehensive evaluation for early childhood or school age special education services must be conducted, including the following: (a) Intelligence test. An individually administered standardized intelligence test meeting the reliability and validity standards of the American Psychological Association and administered by a licensed school psychologist, a psychologist licensed by the State Board of Psychological Examiners, or other individual assigned by a school district who has the training and experience to administer and interpret individually administered intelligence tests; (b) Adaptive behavior scale. The administration of a valid adaptive behavior scale; (c) Medical examination. If medical information is needed, documentation of a medical examination as defined in OAR 581-015-2000 describing relevant medical issues or any sensory or physical factors that may be affecting the child's educational performance; (d) Developmental history as defined in OAR 581-015-2000; (e) Other: (A) Any additional assessments necessary to determine the impact of the suspected disability: (i) On the child's educational performance for a child age 5 to 21; or (ii) On the child's developmental progress for a child age birth to 5; and (B) Any additional evaluations or assessments necessary to identify the child's educational needs. (3) Eligibility Criteria: To be eligible as a child with an intellectual disability for early childhood or school age special education services, the child must meet all of the following minimum criteria: (a) The child's intelligence test score is 2 or more standard deviations below the mean; (b) The child has deficits in adaptive behavior coexistent with the child's impairment in intellectual functioning; (c) The child's developmental level or educational achievement is significantly below age or grade norms; and (d) The child's developmental or educational problems are not primarily the result of sensory disabilities or other physical factors. (4) Eligibility Determination: For a child to be eligible for early childhood or school age special education services as a child with an intellectual disability, the eligibility team must also determine that: (a) The child has an intellectual disability as defined in this rule; and (b) By reason thereof, the child requires early childhood special education (OAR 581-015-2795) or school age special education (OAR 581-015-2120) services. Statutory/Other Authority: ORS 343.035(1), 343.045, 343.146 & 343.157; Statutes/Other Implemented: ORS 343.035(1), 343.045, 343.146, 343.157, 34 CFR 300.8 & 300.306 History: ODE 10-2023, amend filed 03/29/2023, effective 03/29/2023 ODE 12-2011, f. & cert. ef. 10-31-11 Renumbered from 581-015-0051, ODE 10-2007, f. & cert. ef. 4-25-07 ODE 2-2003, f. & cert. ef. 3-10-03 ODE 8-2001, f. & cert. ef. 1-29-01 ODE 11-2000, f. 5-3-00, cert. ef. 7-1-00 EB 22-1995, f. & cert. ef. 9-15-95 EB 16-1992, f. & cert. ef. 5-13-92 EB 25-1991(Temp), f. & cert. ef. 11-29-91 1EB 7-1986, f. & ef. 2-24-86 Reverted to 1EB 29-1978, f. & ef. 7-20-78 1EB 18-1983(Temp), f. & ef. 12-20-83 1EB 29-1978, f. & ef. 7-20-78