significant cognitive disability scd determination november 2013 n.
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Significant Cognitive Disability (SCD) Determination November 2013 PowerPoint Presentation
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Significant Cognitive Disability (SCD) Determination November 2013 - PowerPoint PPT Presentation

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Significant Cognitive Disability (SCD) Determination November 2013.

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1. The student demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that student’s comprehensive assessment) that prevent participation in the standard academic curriculum or achievement to the academic content standards, even with accommodations and modifications.

  • The student’s demonstrated cognitive functioning (IQ score) and adaptive behavior (Adaptive Behavior Assessment score) fall less than 2 standard deviations below the norm (less than 70).
  • This is based on scores obtained during a comprehensive evaluation of the students.
  • The students functions significantly below the level of their general education peers, even with program modifications, adaptions, and accommodations.

2. The students requires extensive direct instruction in both academic and functional skills in multiple settings to accomplish the application and transfer of those skills.

  • The student requires extensive direction instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and functional skills necessary for application in school, work, home, and community environment.
  • The student's course of study is primarily functional and life-skills oriented.
  • The student demonstrates severe and complex disabilities and poor adaptive skills levels that essentially prevent the student from meaningful participation in the standard academic core curriculum or achievement of the academic content standards established at grade level.
  • The student’s disability causes dependence on others for many, if not all, daily living needs, and the students is expected to require extensive ongoing support in adulthood.

3. The student’s inability to complete the standard academic curriculum is neither the result of excessive or extended absences nor is the primarily the result of visual, auditory or physical disabilities, emotional-behavioral disabilities, specific learning disabilities or social, cultural or economic differences.

  • The student’s inability to complete the standard academic curriculum at grade level is not primarily the result of:
    • Excessive or extended absences, poor attendance, or lack of instruction;
    • Sensory (visual or auditory) or physical disabilities, or a specific learning disability;
    • Social, cultural, linguistic or economic difference;
    • Below average reading level

Low achievement in general;

  • Expectations of poor performance;
  • Disruptive behavior
  • The student’s IQ alone;
  • Then anticipated impact of a student’s performance on the school/district performance scores; and
  • The student’s disability category, educational placement, type of instruction, and/or amount of time receiving special education services.

County Office MUST approve an SCD Determination


Shane McArthur


Margaret Ellmer

(601) 825-5590