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QUESTIONS and ANSWERS

Rule 6A-6.03023, FAC.

Exceptional Student Education Eligibility For Students With Autism Spectrum Disorder (ASD)

Technical Changes - Autism Spectrum Disorder

The terminology reflects

  • That the features of autism occur across a spectrum in varying degrees
  • Recommendations from research and the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)

Includes

  • Autistic Disorder
  • Pervasive Developmental Disorder - Not Otherwise Specified
  • Asperger Syndrome
  • Other related pervasive developmental delays

Programmatic Changes - Autism Spectrum Disorder

To meet eligibility criteria, there must be evidence of all of the following -

  • An uneven developmental profile across the domains of language, social interaction, adaptive behavior, and/or cognitive skills.
  • Impairment in social interaction evidenced by delayed, absent, or atypical ability to relate to people or the environment.
  • Impairment in verbal and/or nonverbal language or social communication skills.
  • Restricted repetitive and/or stereotyped patterns of behavior, interests, or activities.
  • Reference to evidence of onset during the first three years of life has been deleted
SP&P Content - ASD
  • 4 components of minimum student evaluation.
  • Documented and dated behavioral observations.
  • Comprehensive social/developmental history addressing core features of autism spectrum disorder.
  • Comprehensive psychological evaluation.
  • Comprehensive speech/language evaluation.
  • Medical information provided by a licensed physician shall be considered.

Frequently Asked Questions

Are there specific evaluation instruments that must be used during the evaluation process (e.g., to collect social/developmental history)?

No. The state does not mandate the use of any particular evaluation instruments. Districts should choose instruments that are appropriate and that allow them to gather the necessary information to determine eligibility for the program.

Is a speech/language screening sufficient to fulfill the requirement for a comprehensive speech/language evaluation?

No. A speech/language screening does not capture the full picture of a child's skills in all areas of language. A comprehensive speech/language evaluation should be conducted in such a way that information on all language sub-domains is collected.

What does it mean when the SP&P says that medical information, provided by a licensed physician, shall be considered?

Districts will consider information (e.g., evaluation data) provided by a medical professional.

If a student was evaluated and found ineligible but now it is suspected that he may meet eligibility for ASD, must the school conduct another evaluation?

The school must conduct an initial evaluation. Data from the previous evaluation may be used, if the data still represent the child's current functioning. The school should review the data and determine if any additional data are needed.

Must the activities prior to referral be completed again?

If additional data is not needed to determine eligibility, the school may move forward with eligibility determination process. If additional data are needed, the school should complete those assessments. This also applies to the activities prior to referral.

ESE Eligibility for Students Who Are
Deaf or Hard-of-Hearing

Technical Changes

DHH Rule

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PURPOSE AND EFFECT: The purpose of these revisions is to incorporate the revisions required for programs for students with disabilities by the amendments to the federal law, the Individuals with Disabilities Education Act (IDEA) 20 U.S.C. Chapter 33, and its implementing regulations and to update rule language to reflect current knowledge in the field. The effect of these revisions will be consistency with the federal requirements and current knowledge in the respective fields.