reglab/statecodes huggingface dataset:
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.0253 - Diabetes Management

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) Diabetes. Diabetes is a disease that
				impairs the body's ability to produce or properly use insulin, a hormone that
				is needed to convert food into energy.
(b) Diabetes Medical Management Plan (DMMP).
				A DMMP is a medical authorization for diabetes treatment that includes
				medication orders from student's healthcare provider for routine and emergency
				care.
(c) Emergency Care Plan
				(ECP). An ECP is a child-specific action plan to facilitate quick and
				appropriate responses for an individual emergency in the school setting. The
				ECP may be a component of the Individualized Healthcare Plan (IHP) that is
				developed consistent with Sections
				1002.20(3)(j)
				and 1006.062(4),
				F.S. The ECP shall specify when the emergency number (911) will be called and
				describe a plan of action when the student is unable to self-administer
				medication or self-manage treatment as prescribed.
(d) Individualized HealthCare Plan (IHP). An
				IHP is a written plan of care developed at the local level to outline the
				provision of student healthcare services intended to achieve specific student
				outcomes. The IHP is part of the nursing process that is detailed in the
				National Association of School Nurses Position Statement: Use of Individualized
				Healthcare Plans to Support School Health Services (2020), (
http://www.flrules.org/Gateway/reference.asp?No=Ref-12105
),
				which is hereby incorporated by reference and available online at
https://www.nasn.org/nasn/advocacy/professional-practice-documentsx/position-statements/ps-ihps
.
				A hard copy may be obtained by contacting Student Support Services, Turlington
				Building, 325 West Gaines Street, Suite 644, Tallahassee, Florida 32399. The
				IHP is developed from the DMMP by a registered nurse (RN) in collaboration with
				the family, student, student's healthcare providers, and school personnel for
				the management of diabetes while in school, participating in school-sponsored
				activities, and in transit to or from school or school-sponsored activities.
				The IHP is child-specific and includes a written format for nursing assessment
				(health status, risks, concerns, and strengths), nursing diagnoses,
				interventions, delegation, training, expected outcomes, and goals to meet the
				healthcare needs of a student with diabetes and to protect the safety of all
				students from the misuse or abuse of medication, supplies, and
				equipment.
(e) Self-Administration.
				Self-administration means that a student with diabetes is able to self-manage
				medication, supplies, and equipment in the manner directed by a licensed
				healthcare provider without additional assistance or
				direction.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.026 - Minimum Standards for Program Approval (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 233.063
					 FS.
New 2-20-63, Amended 6-17-74, 12-5-74, Formerly 6A-6.26,
					 Repealed 4-14-76.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.027 - Forms and Records (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 233.063
					 FS.
New 2-20-63, Amended 6-17-74, 12-5-74, Formerly 6A-6.27,
					 Repealed 4-14-76.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030 - Purpose and Basic Principles of Programs for Exceptional Children (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 236.04(4)
					 FS.
New 4-11-70, Formerly 6A-6.30, Repealed
					 6-17-74.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.0301 - Eligible Exceptional Students (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1),
					 230.23(4)(m),
					 (n),
					 236.081(1)(c)
					 FS. Law Implemented 228.041(18),
					 (19),
					 229.565(2)(b),
					 (c),
					 230.23(4)(m),
					 (n),
					 236.081(1)(c)
					 FS.
New 6-17-74, Amended 9-5-74, 12-5-74, 7-1-77, 7-13-83,
					 Formerly 6A-6.301, Repealed
					 4-18-96.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03011 - Exceptional Student Education Eligibility for Students with Intellectual Disabilities

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				Students with intellectual disabilities. An intellectual disability is defined
				as significantly below average general intellectual and adaptive functioning
				manifested during the developmental period, with significant delays in academic
				skills. Developmental period refers to birth to eighteen (18) years of
				age.
(2) General education
				interventions and activities. Prior to referral for evaluation the requirements
				in subsection 6A-6.0331(1),
				F.A.C., must be met.
(3)
				Evaluation. In addition to the procedures identified in subsection
				6A-6.0331(5),
				F.A.C., the minimum evaluation for determining eligibility shall include all of
				the following:
(a) A standardized individual
				test of intellectual functioning individually administered by a professional
				person qualified in accordance with Rule
				6A-4.0311, F.A.C. or licensed
				under Chapter 490, F.S.;
(b) A
				standardized assessment of adaptive behavior to include parental or guardian
				input;
(c) An individually
				administered standardized test of academic or pre-academic achievement. A
				standardized developmental scale shall be used when a student's level of
				functioning cannot be measured by an academic or pre-academic test; and,
(d) A social-developmental history
				which has been compiled directly from the parent, guardian, or primary
				caregiver.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03012 - Exceptional Student Education Eligibility for Students with Speech Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Speech Services

Current through Reg. 50, No. 138; July 16, 2024
(1)
				Speech impairments are disorders of speech sounds, fluency, or voice that
				interfere with communication, adversely affect performance and/or functioning
				in the educational environment, and result in the need for exceptional student
				education.
(a) Speech sound disorder. A speech
				sound disorder is a phonological or articulation disorder that is evidenced by
				the atypical production of speech sounds characterized by substitutions,
				distortions, additions, or omissions that interfere with intelligibility. A
				speech sound disorder is not primarily the result of factors related to
				chronological age, gender, culture, ethnicity, or limited English proficiency.
1. Phonological disorder. A phonological
				disorder is an impairment in the system of phonemes and phoneme patterns within
				the context of spoken language.
2.
				Articulation disorder. An articulation disorder is characterized by difficulty
				in the articulation of speech sounds that may be due to a motoric or structural
				problem.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030121 - Exceptional Student Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services

Current through Reg. 50, No. 138; July 16, 2024
(1) Language impairments are disorders of
				language that interfere with communication, adversely affect performance and/or
				functioning in the student's typical learning environment, and result in the
				need for exceptional student education.
(a) A
				language impairment is defined as a disorder in one or more of the basic
				learning processes involved in understanding or in using spoken or written
				language. These include:
1. Phonology.
				Phonology is defined as the sound systems of a language and the linguistic
				conventions of a language that guide the sound selection and sound combinations
				used to convey meaning;
2.
				Morphology. Morphology is defined as the system that governs the internal
				structure of words and the construction of word forms;
3. Syntax. Syntax is defined as the system
				governing the order and combination of words to form sentences, and the
				relationships among the elements within a sentence;
4. Semantics. Semantics is defined as the
				system that governs the meanings of words and sentences; and,
5. Pragmatics. Pragmatics is defined as the
				system that combines language components in functional and socially appropriate
				communication.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03013 - Exceptional Student Educational Eligibility for Students Who Are Deaf or Hard-of-Hearing

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) Deaf means a hearing level that is so
				severe that it impacts the processing of linguistic information through
				hearing, with or without amplification, that adversely affects the student's
				educational performance.
(b) Hard
				of hearing means a hearing impairment or loss, whether permanent or
				fluctuating, that adversely affects a student's educational performance, but
				that is not included under the definition of deaf.
(c) Speech Language Pathologist means an
				individual who is certified or licensed in speech or language pathology in
				accordance with Rule 6A-4.01761, Florida
				Administrative Code (F.A.C.).
(d)
				Teacher of the deaf or hard of hearing means an individual who is certified in
				the area of deaf or hard of hearing in accordance with Rule
				6A-4.0172, F.A.C.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03014 - Exceptional Student Education Eligibility for Students Who Are Visually Impaired

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) Visual impairment including blindness
				means any impairment in vision regardless of significance or severity that,
				even with correction, adversely affects the student's educational performance.
				The term includes both partial sight and blindness, including ocular,
				brain-based and neurological disorders.
(b) Teacher of the visually impaired means an
				individual who is certified in the area of visually impaired in accordance with
				Rule 6A-4.0178, Florida
				Administrative Code (F.A.C.).
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03015 - Special Programs for Students who are Physically Impaired (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 1000.01,
					 1001.42(4)(1),
					 1003.57 FS. Law Implemented
					 1000.01,
					 1001.42(4)(1),
					 1003.21,
					 1011.62(1)(c)
					 FS.
New 7-1-77, Amended 8-16-82, 7-13-83, Formerly 6A-6.3015,
					 Amended 2-12-91, 7-13-93, Repealed
					 7-1-07.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030151 - Exceptional Student Education Eligibility for Students with Orthopedic Impairment

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				Orthopedic impairment means a severe skeletal, muscular, or neuromuscular
				impairment. The term includes impairments resulting from congenital anomalies
				(e.g. including but not limited to skeletal deformity or spina bifida), and
				impairments resulting from other causes (e.g., including but not limited to
				cerebral palsy or amputations).
(2)
				General education interventions and activities. Prior to referral for
				evaluation, the requirements in subsection
				6A-6.0331(1),
				F.A.C., must be met.
(3)
				Evaluation. In addition to the provisions in subsection
				6A-6.0331(5),
				F.A.C., the evaluation for determining eligibility shall include the following:
(a) A report of a medical examination, within
				the previous twelve-month (12) period, from a physician(s) licensed in Florida
				in accordance with Chapter 458 or 459, F.S., unless a report of medical
				examination from a physician licensed in another state is permitted in
				accordance with paragraph
				6A-6.0331(3)(e),
				F.A.C. The physician's report must provide a description of the impairment and
				any medical implications for instruction; and,
(b) An educational evaluation that identifies
				educational and environmental needs of the student.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030152 - Exceptional Student Education Eligibility for Students with Other Health Impairment

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				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 is due to
				chronic or acute health problems. This includes, but is not limited to, asthma,
				attention deficit disorder or attention deficit hyperactivity disorder,
				Tourette syndrome, diabetes, epilepsy, a heart condition, hemophilia, lead
				poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and
				acquired brain injury.
(2) General
				education interventions and activities. Prior to referral for evaluation, the
				requirements in subsection
				6A-6.0331(1),
				F.A.C., must be met.
(3)
				Evaluation. In addition to the provisions in subsection
				6A-6.0331(5),
				F.A.C., the evaluation for determining eligibility shall include the following:
(a) A report of a medical examination, within
				the previous twelve-month (12) period, from a physician(s) licensed in Florida
				in accordance with Chapter 458 or 459, F.S., unless a report of medical
				examination from a physician licensed in another state is permitted in
				accordance with paragraph
				6A-6.0331(3)(e),
				F.A.C. The physician's report must provide a description of the impairment and
				any medical implications for instruction; and,
(b) An educational evaluation that identifies
				educational and environmental needs of the student.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030153 - Exceptional Student Education Eligibility for Students with Traumatic Brain Injury

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition. A
				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 educational
				performance. The term applies to mild, moderate, or severe, open or closed head
				injuries resulting in impairments in one (1) 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, or speech. The term
				includes anoxia due to trauma. The term does not include brain injuries that
				are congenital, degenerative, or induced by birth trauma.
(2) General education interventions and
				activities. Prior to referral for evaluation, the requirements in subsection
				6A-6.0331(1),
				F.A.C., must be met.
(3)
				Evaluation. In addition to the provisions in subsection
				6A-6.0331(5),
				F.A.C., the evaluation for determining eligibility shall include the following:
(a) A report of medical examination, within
				the previous twelve-month (12) period from a physician(s) licensed in Florida
				in accordance with Chapter 458 or 459, F.S., unless a report of medical
				examination from a physician licensed in another state is permitted in
				accordance with paragraph
				6A-6.0331(3)(e),
				F.A.C. The physician's report must provide a description of the traumatic brain
				injury and any medical implications for instruction;
(b) Documented evidence by more than one
				person, including the parent, guardian, or primary caregiver, in more than one
				situation. The documentation shall include evidence of a marked contrast of pre
				and post-injury capabilities in one or more of the following areas: cognition;
				language; memory; attention; reasoning; abstract thinking; judgment; problem
				solving; sensory, perceptual, and motor abilities, psychosocial behavior;
				physical functions; information processing or speech; and,
(c) An educational evaluation that identifies
				educational and environmental needs of the student.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03017 - Special Programs for Students Who Are Socially Maladjusted (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(2),
					 230.23(4)(m),
					 236.081(1)(c)
					 FS. Law Implemented 228.041(19),
					 (20),
					 229.565(2)(b),
					 (c),
					 230.23(4)(m),
					 236.081(1)(c)
					 FS.
New 7-1-77, Formerly 6A-6.3017, Repealed
					 5-24-81.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03018 - Exceptional Education Eligibility for Students with Specific Learning Disabilities

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				A specific learning disability is defined as a disorder in one or more of the
				basic learning processes involved in understanding or in using language, spoken
				or written, that may manifest in significant difficulties affecting the ability
				to listen, speak, read, write, spell, or do mathematics. Associated conditions
				may include dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A
				specific learning disability does not include learning problems that are
				primarily the result of a visual, hearing, motor, intellectual, or
				emotional/behavioral disability limited English proficiency or environmental,
				cultural, or economic factors.
(2)
				General education intervention procedures and activities. In order to ensure
				that lack of academic progress is not due to lack of appropriate instruction, a
				group of qualified personnel must consider:
(a) Data that demonstrate that the student
				was provided well-delivered scientific, research-based instruction and
				interventions addressing the identified area(s) of concern and delivered by
				qualified personnel in general education settings; and,
(b) Data-based documentation, which was
				provided to the student's parent(s) or legal guardian(s), of repeated measures
				of achievement at reasonable intervals, graphically reflecting the student's
				response to intervention during instruction.
(c) General education activities and
				interventions conducted prior to referral in accordance with subsection
				6A-6.0331(1),
				F.A.C., may be used to satisfy the requirements of paragraphs (2)(a) and (2)(b)
				of this rule.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03019 - Special Instructional Programs for Students who are Gifted

Current through Reg. 50, No. 138; July 16, 2024
(1) Gifted. One who has superior intellectual
				development and is capable of high performance.
(2) Criteria for eligibility. A student is
				eligible for special instructional programs for the gifted if the student meets
				the criteria under paragraph (2)(a) or (b) of this rule.
(a) The student demonstrates:
1. Need for a special program.
2. A majority of characteristics of gifted
				students according to a standard scale or checklist; and,
3. Superior intellectual development as
				measured by an intelligence quotient of two (2) standard deviations or more
				above the mean on an individually administered standardized test of
				intelligence.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030191 - Development of Educational Plans for Exceptional Students Who Are Gifted

Current through Reg. 50, No. 138; July 16, 2024
Educational Plans (EPs) are developed for students whose only
				  identified exceptionality is gifted. For a student identified as gifted in
				  accordance with Rule 6A-6.03019, F.A.C., and who is
				  also identified as a student with a disability, as defined in paragraph
				  6A-6.03411(1)(f),
				  F.A.C., the strengths, needs and services associated with a student's
				  giftedness must be addressed in the student's individual educational plan (IEP)
				  consistent with the requirements in Rule
				  6A-6.03028, F.A.C. Parents are
				  partners with schools and school district personnel in developing, reviewing,
				  and revising the EP for their child. Procedures for the development of the EPs
				  for exceptional students who are gifted, including procedures for parental
				  involvement, shall be set forth in each district's Policies and Procedures for
				  the Provision of Specially Designed Instruction and Related Services to
				  Exceptional Students document and shall be consistent with the following
				  requirements.
(1) Role of parents. The
				role of parents in developing EPs includes:
(a) Providing critical information regarding
				the strengths of their child;
(b)
				Expressing their concerns for enhancing the education of their child so that
				they receive a free appropriate public education;
(c) Participating in discussions about the
				child's need for specially designed instruction;
(d) Participating in deciding how the child
				will be involved and progress in the general curriculum; and,
(e) Participating in the determination of
				what services the school district will provide to the child and in what
				setting.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03020 - Exceptional Student Education Eligibility for Students Who Are Homebound or Hospitalized

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				For the purposes of this rule, the following definition applies: Homebound or
				hospitalized student. A homebound or hospitalized student is a student who has
				a medically diagnosed physical or psychiatric condition that is acute or
				catastrophic in nature, a chronic illness, or a repeated intermittent illness
				due to a persisting medical problem and which confines the student to home or
				hospital, and restricts activities for an extended period of time.
(2) Criteria for eligibility. A student is
				eligible for educational instruction through homebound or hospitalized services
				if the following criteria are met.
(a) A
				physician licensed in Florida in accordance with Chapter 458 or 459, F.S.,
				unless a report of medical examination from a physician licensed in another
				state is permitted in accordance with paragraph
				6A-6.0331(3)(e),
				F.A.C., must certify that the student:
1. Is
				expected to be absent from school due to a physical or psychiatric condition
				for at least fifteen (15) consecutive school days, or the equivalent on a block
				schedule, or due to a chronic condition, for at least fifteen (15) school days,
				or the equivalent on a block schedule, which need not run consecutively; and,
2. Is confined to home or
				hospital,
3. Will be able to
				participate in and benefit from an instructional program,
4. Is under medical care for illness or
				injury that is acute, catastrophic, or chronic in nature; and,
5. Can receive instructional services without
				endangering the health and safety of the instructor or other students with whom
				the instructor may come in contact.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03021 - Special Programs for Students Who Are Profoundly Handicapped (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 1001.42(4)(1),
					 1003.57,
					 1011.62(1)(c)
					 FS. Law Implemented 1000.01,
					 1001.42(4)(1),
					 1003.21,
					 1003.57(5),
					 1011.62(1)(c)
					 FS., Item 315, Section 1, Chapter 79-212, Laws of
					 Florida.
New 7-2-79, Amended 10-23-79, Formerly 6A-6.3021, Repealed
					 1-18-07.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03022 - Exceptional Student Education Eligibility for Students with Dual Sensory Impairments

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) Dual sensory impairment is defined to
				mean concomitant hearing and visual impairments, or an etiology or diagnosed
				medical condition that indicates a potential dual sensory loss, the combination
				of which impacts communication, independence, and other developmental and
				educational needs.
(b) Functional
				blindness is defined to mean that the physical structures of the eye may be
				functioning, but the student does not attend to, examine, or utilize visual
				information. This may include cortical visual impairment.
(c) Functional hearing loss is defined to
				mean that parts of the auditory system may be functioning but the student does
				not attend to, respond, localize, or utilize auditory information. This may
				include cortical hearing impairment or auditory neuropathy or auditory
				dyssynchrony.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03023 - Exceptional Student Education Eligibility for Students With Autism Spectrum Disorder

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition.
				Autism spectrum disorder is a condition that reflects a wide range of symptoms
				and levels of impairment, which vary in severity from one (1) individual to
				another. Autism spectrum disorder is characterized by an atypical developmental
				profile with a pattern of qualitative impairments in social interaction and
				social communication, and the presence of restricted or repetitive patterns of
				behavior, interests, or activities, which occur across settings.
(2) General education interventions and
				activities. Prior to referral for evaluation the requirements in subsection
				6A-6.0331(1),
				F.A.C., must be met.
(3)
				Evaluation. In addition to the procedures identified in subsection
				6A-6.0331(5),
				F.A.C., the district shall conduct a full and individual evaluation that
				addresses the core features of autism spectrum disorder to include deficits in
				social interaction, social communication, and restricted or repetitive,
				patterns of behavior, interests, or activities. An evaluation for determining
				eligibility shall include the following components:
(a) Behavioral observations conducted by
				members of the evaluation team targeting social interaction, social
				communication skills, and restricted or repetitive patterns of behavior,
				interests, or activities, across settings;
(b) A social/developmental history based on
				an interview with the parents(s) or guardian(s);
(c) A psychological evaluation that includes
				assessment of academic, intellectual, social-emotional, and behavioral
				functioning and must include at least one (1) standardized instrument specific
				to autism spectrum disorder;
(d) A
				language evaluation that includes assessment of the pragmatic (both verbal and
				nonverbal) and social interaction components of social communication. An
				observation of the student's social communication skills must be conducted by a
				speech language pathologist;
(e) A
				standardized assessment of adaptive behavior; and,
(f) If behavioral concerns are present, a
				functional behavioral assessment is conducted to inform behavioral
				interventions on the student's individual educational plan.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03024 - Provision of Occupational or Physical Therapy to Exceptional Students as a Related Service

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) Occupational therapy is defined to mean
				services provided by a licensed occupational therapist or a licensed
				occupational therapy assistant pursuant to the provisions of the Occupational
				Therapy Practice Act found in Part III, Chapter 468, F.S., and sub-subparagraph
				6A-6.03411(1)(dd)
				3.f., F.A.C.
(b) Physical therapy
				is defined to mean services provided by a licensed physical therapist or a
				licensed physical therapist assistant pursuant to the provisions of the
				Physical Therapy Practice Act found in Chapter 486, F.S., and sub-subparagraph
				6A-6.03411(1)(dd)
				3.i., F.A.C.
(c) Related service
				provider is defined to mean the licensed occupational or physical therapist
				responsible for the assessment and provision of school-based occupational or
				physical therapy as a related service as defined in Section
				1003.01(3)(b),
				F.S. and subparagraph
				6A-6.03411(1)(dd)
				3., F.A.C.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03025 - Special Programs for Exceptional Students who Require Occupational Therapy (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 1000.01,
					 1001.42(4)(1),
					 1003.01(3),
					 1003.21,
					 1003.57,
					 1011.62 FS. Law Implemented
					 1000.01,
					 1001.42(4)(1),
					 1003.21,
					 1011.62
					 FS.
New 11-25-80, Formerly 6A-6.3025, Amended 2-12-91, Repealed
					 8-22-12.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03026 - Eligibility Criteria for Prekindergarten Children with Disabilities

Current through Reg. 50, No. 138; July 16, 2024
(1) A prekindergarten child with disability
				is a child who meets the following criteria:
(a) The child is below three (3) years of age
				and meets criteria for eligibility specified for intellectual disabilities in
				accordance with Rule 6A-6.03011, F.A.C.; deaf or hard
				of hearing in accordance with Rule
				6A-6.03013, F.A.C.; visually
				impaired in accordance with Rule
				6A-6.03014, F.A.C.;
				orthopedically impaired in accordance with Rule
				6A-6.030151, F.A.C.; other
				health impaired in accordance with Rule
				6A-6.030152, F.A.C., traumatic
				brain injury in accordance with Rule
				6A-6.030153, F.A.C.; dual
				sensory impaired in accordance with Rule
				6A-6.03022, F.A.C.; autism
				spectrum disorder in accordance with Rule
				6A-6.03023, F.A.C.; an
				established condition in accordance with Rule
				6A-6.03030, F.A.C.; or
				developmentally delayed in accordance with Rule
				6A-6.03031, F.A.C.
(b) The child is three (3) through five (5)
				years of age and meets criteria for eligibility specified for intellectual
				disabilities in accordance with Rule
				6A-6.03011, F.A.C.; speech
				impaired in accordance with Rule
				6A-6.03012, F.A.C.; language
				impaired in accordance with Rule
				6A-6.030121, F.A.C.; deaf or
				hard of hearing in accordance with Rule
				6A-6.03013, F.A.C.; visually
				impaired in accordance with Rule
				6A-6.03014, F.A.C.;
				orthopedically impaired in accordance with Rule
				6A-6.030151, F.A.C.; other
				health impaired in accordance with Rule
				6A-6.030152, F.A.C.; traumatic
				brain injury in accordance with Rule
				6A-6.030153, F.A.C.; emotional
				or behavioral disabilities in accordance with Rule
				6A-6.03016, F.A.C.; specific
				learning disabilities in accordance with Rule
				6A-6.03018, F.A.C.; homebound or
				hospitalized in accordance with rule
				6A-6.03020, F.A.C.; dual sensory
				impaired in accordance with Rule
				6A-6.03022, F.A.C.; autism
				spectrum disorder in accordance with Rule
				6A-6.03023, F.A.C.; or
				developmentally delayed in accordance with Rule
				6A-6.03027,
				F.A.C.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03027 - Special Programs for Children Three Through Nine Years Old who are Developmentally Delayed

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition. A
				child who is developmentally delayed is three (3) through nine (9) years of
				age, or through the student's completion of grade 2, whichever occurs first,
				and is delayed in one (1) or more of the following areas:
(a) Adaptive or self-help
				development;
(b) Cognitive
				development;
(c) Communication
				development;
(d) Social or
				emotional development; and,
(e)
				Physical development including fine, or gross, or perceptual
				motor.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03028 - Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities

Current through Reg. 50, No. 138; July 16, 2024
(1) Entitlement to FAPE. All students with
				disabilities aged three (3) through twenty-one (21) residing in the state have
				the right to FAPE consistent with the requirements of Section
				1003.571, F.S., and Rules
				6A-6.03011 through
				6A-6.0361, F.A.C. FAPE shall be
				made available to students with disabilities, including students who have been
				suspended or expelled, and any individual student with a disability who needs
				special education and related services, even though the student has not failed
				or been retained in a course or grade, and is advancing from grade to grade.
				The obligation to make FAPE available to all students with disabilities does
				not apply with respect to the following:
(a)
				Students with disabilities who have graduated from high school with a standard
				diploma, and who have not deferred receipt of the diploma, in accordance with
				Section 1003.4282(8)(c),
				F.S. A standard diploma does not include an alternative degree that is not
				fully aligned with the state's academic standards, such as a certificate of
				completion or a general educational development credential (GED);
				and,
(b) Students aged eighteen
				(18) through twenty-one (21) who, in the last educational placement prior to
				their incarceration in an adult correctional facility:
1. Were not actually identified as being a
				child with a disability pursuant to Rules
				6A-6.03011 through
				6A-6.0361, F.A.C.;
				and,
2. Did not have an individual
				educational plan (IEP) in accordance with this rule.
(c) The exception in paragraph (b) of this
				section, does not apply to students with disabilities, aged eighteen (18)
				through twenty-one (21), who:
1. Had been
				identified as a student with a disability under Rules
				6A-6.03011 through
				6A-6.0361, F.A.C., and had
				received services in accordance with an IEP, but who left school prior to their
				incarceration; or
2. Did not have
				an IEP in their last educational setting, but who had actually been identified
				as a student with a disability under Rules
				6A-6.03011 through
				6A-6.0361,
				F.A.C.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.030281 - Provision of Equitable Services to Parentally-Placed Private School Students with Disabilities

Current through Reg. 50, No. 138; July 16, 2024
School districts must maintain policies and procedures in
				  accordance with this rule to ensure the provision of equitable services to
				  students with disabilities who have been placed in private schools by their
				  parents where the provision of free appropriate public education (FAPE) is not
				  at issue.
(1) Definition of
				parentally-placed private school students with disabilities. For purposes of
				this rule, parentally-placed private school students with disabilities means
				students with disabilities enrolled by their parents in private, including
				religious, non-profit schools or facilities that meet the definition of
				elementary school or secondary school under Rules
				6A-6.03011 -.0361, F.A.C., and
				does not include students with disabilities who are or have been placed in or
				referred to a private school or facility by a school district as a means of
				providing special education and related services.
(2) Child find for parentally-placed private
				school students with disabilities. Each school district must locate, identify,
				and evaluate all students with disabilities who are enrolled by their parents
				in private, including religious, elementary and secondary schools located in
				the school district's jurisdiction, in accordance with this rule and the child
				find provisions of these rules. The child find process must be designed to
				ensure the equitable participation of parentally-placed private school students
				and an accurate count of those students.
(a)
				Activities. In carrying out the requirements of this section, the school
				district must undertake activities similar to the activities undertaken for the
				school district's public school students.
(b) Cost. The cost of carrying out the child
				find requirements in this rule, including individual evaluations, may not be
				considered in determining if a school district has met its obligation under
				subsection (4) of this rule.
(c)
				Completion period. The child find process must be completed in a time period
				comparable to that for other students attending public schools in the school
				district.
(d) Out-of-State
				students. Each school district in which private, including religious,
				elementary and secondary schools are located must, in carrying out the child
				find requirements in this rule, include parentally-placed private school
				students who reside in a State other than Florida.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03030 - Exceptional Student Education Eligibility for Infants or Toddlers Birth Through Two Years Old who have Established Conditions

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition. An infant or toddler with an
				established condition is defined as a child from birth through two (2) years of
				age with a diagnosed physical or mental condition known to have a high
				probability of resulting in developmental delay. Such conditions shall include
				genetic and metabolic disorders, neurological disorders a severe attachment
				disorder, an autism spectrum disorder, a sensory impairment (vision or
				hearing), or the infant's birth weight was less than 1, 200 grams.
(2) Criteria for eligibility. An infant or
				toddler with an established condition is eligible for exceptional student
				education when a team of qualified professionals and the parent or guardian in
				accordance with subsection
				6A-6.0331(6),
				F.A.C., determine that all the following criteria are met:
(a) The infant or toddler is below the age of
				thirty-six (36) months;
(b) The
				requirements of subsection
				6A-6.0331(2),
				F.A.C., have been met; and,
(c)
				There is written evidence that the Department of Health, Children's Medical
				Services, Part C Local Early Steps has determined that the infant or toddler
				has an established condition as defined in subsection (1) of this rule;
				and,
(d) The infant or toddler
				needs early intervention services as defined in paragraph
				6A-6.03411(1)(i),
				F.A.C.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03031 - Exceptional Student Education Eligibility for Infants and Toddlers Birth Through Two Years Old who are Developmentally Delayed

Current through Reg. 50, No. 138; July 16, 2024
(1) Definition. An infant or toddler who is
				developmentally delayed is defined as a child from birth through two years of
				age who has a delay in one (1) or more of the following developmental domains:
(a) Adaptive development;
(b) Cognitive development;
(c) Communication development;
(d) Social or emotional development;
				and,
(e) Physical
				development;
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03032 - Procedural Safeguards for Children with Disabilities Ages Birth Through Two Years (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 1001.02(1),
					 (2)(n),
					 1003.01(3)(a),
					 (b),
					 1003.21(1)(e),
					 1003.57(5) FS.
					 Law Implemented 1001.03(8), 1001.42(4)(l), 1003.01(3)(a), (b), 1003.21(1)(e),
					 1003.57.(5), 1011.62(1)(c)
					 FS.
New 1-4-94, Amended 9-20-04.Cf.
					 P.L.
					 105-17,
					 20 USC
					 1439, Repealed
					 1-7-16.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.03033 - Specialized Instructional Services (SIS) for Voluntary Prekindergarten Children (VPK) with Disabilities

Current through Reg. 50, No. 138; July 16, 2024
(1) Definitions.
(a) For purposes of this rule, "specialized
				instructional services" refers to those services authorized to be provided
				under Section 1002.66, F.S.
(b) For purposes of this rule, "an applicable
				field of study" refers to an occupation that is subject to licensure or
				certification by the state of Florida or a subdivision thereof and that may be
				used to address the age-appropriate progress of children with disabilities in
				the development of the capabilities, capacities, and skills required under
				Section 1(b), Art. IX of the State Constitution.
(c) For purposes of this rule,
				"professionally accepted standards" is the level of care that would be
				recognized and adhered to by a reasonably prudent professional licensed or
				certified in the applicable field of study in Florida.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.031 - Definitions of Terms in Exceptional Child Program (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 236.04(4)
					 FS.
New 4-11-70, Amended 7-19-72, Formerly 6A-6.31, Repealed
					 6-17-74.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.0311 - Eligible Special Programs for Exceptional Students

Current through Reg. 50, No. 138; July 16, 2024
Special programs for exceptional students encompass
				  instruction and related services which provide significant adaptations in one
				  or more of the following: curriculum, methodology, materials, equipment, or
				  environment designed to meet the individual learning needs of exceptional
				  students.
(1) Continuum of placements.
				Special programs shall be organized so that an exceptional student shall
				receive instruction in one or more of the following ways:
(a) Supplementary consultation or related
				services. Supplementary consultation or related services is the provision of
				assistance to school staff in basic, vocational or exceptional
				classes.
(b) Resource room.
				Resource room special instruction is supplemental instruction to exceptional
				students who receive their major educational program in other basic, vocational
				or exceptional classes.
(c) Special
				class. Special class is the provision of instruction to exceptional students
				who receive the major portion of their educational program in special classes
				located in a regular school.
(d)
				Special day school. A special day school is a school which is administratively
				separate from regular schools and is organized to serve one or more types of
				exceptional students.
(e)
				Residential school. A residential school is a special school which in addition
				to providing special education and related services, provides room and
				board.
(f) Special class in a
				hospital or facility operated by a noneducational agency.
(g) Individual instruction in a hospital or
				home.
(h) In addition, districts
				may provide supplementary instructional personnel to public or nonpublic
				preschool or day care programs for the instruction of pre-kindergarten
				exceptional students.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.0312 - Course Modifications for Exceptional Students (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 1001.42(4)(1),
					 1003.57,
					 1011.62(1)(c)
					 FS. Law Implemented 1003.43,
					 1003.438
					 FS.
New 4-30-85, Formerly 6A-6.312, Amended 4-23-87, Repealed
					 6-23-16.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.032 - Identification and Placement of Exceptional Children (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 236.04(4)
					 FS.
New 4-11-70, Amended 7-19-72, Formerly 6A-6.32, Repealed
					 6-17-74.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.0321 - Personnel Employed in Special Programs for Exceptional Students (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 230.23(4)(m)
					 FS.
New 6-17-74, Amended 12-5-74, Formerly 6A-6.321, Repealed
					 4-18-96.
Florida Administrative Code › 6 - DEPARTMENT OF EDUCATION › 6A - State Board of Education › Chapter 6A-6 - SPECIAL PROGRAMS I › Section 6A-6.033 - Requirements for Approval of Exceptional Child Education Units (Repealed)

Current through Reg. 50, No. 138; July 16, 2024
Rulemaking Authority
					 229.053(1) FS.
					 Law Implemented 236.04(4)
					 FS.
New 4-11-70, Formerly 6A-6.33, Repealed
					 6-17-74.