What constitutes an 'intellectual disability' eligibility criterion under IDEA, and how are cognitive functioning and adaptive functioning evaluated?

What constitutes an 'intellectual disability' eligibility criterion under IDEA, and how are cognitive functioning and adaptive functioning evaluated?

• A. Substantial limitations in intellectual functioning and adaptive behavior, with onset during the developmental period; evaluate using IQ tests and adaptive behavior scales across multiple settings.
• B. Intellectual disability is based solely on teacher opinion.
• C. Significant limitations in social skills only; evaluate with social skills checklists.
• D. No criteria require onset during developmental period.

Answer: (A)

Under IDEA, eligibility for an intellectual disability requires substantial limitations in both intellectual functioning and adaptive behavior, with onset during the developmental period (before age 18). Cognitive functioning is evaluated with standardized intelligence tests to obtain an IQ score, while adaptive functioning is assessed using adaptive behavior measures that look at daily living skills, conceptual skills, and social/practical abilities. Importantly, these evaluations are gathered from multiple settings (such as home and school) and take into account cultural and linguistic differences to ensure deficits are pervasive and not due to language or cultural factors. A multidisciplinary team typically completes the assessment, integrating both the cognitive and adaptive findings to determine eligibility.

Under IDEA, eligibility for an intellectual disability requires substantial limitations in both intellectual functioning and adaptive behavior, with onset during the developmental period (before age 18). Cognitive functioning is evaluated with standardized intelligence tests to obtain an IQ score, while adaptive functioning is assessed using adaptive behavior measures that look at daily living skills, conceptual skills, and social/practical abilities. Importantly, these evaluations are gathered from multiple settings (such as home and school) and take into account cultural and linguistic differences to ensure deficits are pervasive and not due to language or cultural factors. A multidisciplinary team typically completes the assessment, integrating both the cognitive and adaptive findings to determine eligibility.