ASK THE SCHOOL PSYCH Making Sense of School. Supporting Every Student. Clear Answers. Practical Solutions. Better Outcomes.
Disclaimer: This page provides general educational information about Washington State special education procedures. It is not legal advice.
Askschoolpsych is an invaluable resource for parents and staff in Washington state navigating the special education system. We provide critical information on special education laws, various disabilities, and the referral process to empower families with knowledge and support.
Your Go-To Resource for Special Education in Washington State
Understanding Special Education Referrals in Washington State A special education referral is a written request asking a school district to consider whether a student may have a disability and may need specially designed instruction (special education services) to access and make progress in school. A referral is the starting point of the initial special education evaluation process. It does not mean that a student automatically qualifies for special education. Instead, it alerts the school district to concerns that may indicate a need for an evaluation to determine whether the student meets eligibility criteria under the Individuals with Disabilities Education Act (IDEA) and Washington State special education regulations. Who Can Make a Special Education Referral? In Washington State, a referral for an initial special education evaluation may be made by a parent, a school district, or another person knowledgeable about the student. Examples include: Parents or legal guardians: Individuals who have concerns about their child's learning, behavior, communication, development, or educational progress. General education teachers: Teachers who observe ongoing academic, behavioral, social-emotional, or functional difficulties. School professionals: School psychologists, special education teachers, speech-language pathologists, counselors, and other staff who work with the student. Other knowledgeable individuals: Physicians, early intervention providers, and other professionals familiar with the student's developmental or educational needs. Parents do not need to wait for a teacher or school team to initiate a referral. Anyone who suspects that a student may have a disability and need special education can raise the concern with the school district. What Happens After a Referral? Step 1: The Referral Is Received The school district receives and documents the referral. The referral should describe concerns about the student's educational performance and the suspected areas of disability, when known. Step 2: The District Reviews the Referral Within 25 school days of receiving the referral, the district determines whether to evaluate the student and provides written notice of its decision. Step 3: Written Parental Consent Is Obtained If the district proposes an initial evaluation, it must obtain informed written parental consent before conducting the evaluation. A referral is not the same as parental consent. Step 4: The Evaluation Is Completed Following written parental consent, the district generally has 35 school days to complete the initial evaluation and determine eligibility, subject to applicable exceptions. Step 5: Eligibility Is Determined The evaluation team reviews the results and determines whether the student meets Washington State eligibility criteria. If the student is eligible, the team develops an Individualized Education Program (IEP) when appropriate and required. Important Information for Parents and School Staff Interventions Do Not Replace the Referral Process Schools may provide general education interventions and monitor student progress. However, when a disability is suspected, a district should not delay considering a special education evaluation solely because a student has not completed a predetermined number of intervention cycles or tiers of support. A Referral Should Be Documented in Writing Under Washington State rules, a referral must be written unless the person making it is unable to write or communicate orally. An email can serve as a written referral. A Referral Does Not Automatically Result in an Evaluation The district reviews the referral and determines whether an evaluation is warranted. If the district declines to evaluate, it must provide the required written notice explaining its decision. School Districts Have Child Find Responsibilities Under IDEA and Washington State regulations, school districts are responsible for identifying, locating, and evaluating students suspected of having disabilities who may need special education services. Official Washington State Resources WAC 392-172A-03005: Referral and Timelines for Initial Evaluations OSPI: Making a Referral for Special Education OSPI: How Special Education Works Key Takeaway A special education referral is an important first step in determining whether a student may need additional support through special education. Parents, educators, school districts, and other individuals knowledgeable about the student can initiate the referral process. Disclaimer: This page provides general educational information about Washington State special education procedures. It is not legal advice.
Sample Referrals for Schools: click ->
What are the Educational Disabilities in Washington StateSpecific Learning Disability (SLD)
In Washington State, a Specific Learning Disability (SLD) using the discrepancy model is identified when a student demonstrates a severe discrepancy between their intellectual ability and academic achievement in one or more specific academic areas, and the other eligibility requirements are met. The governing regulations are WAC 392-172A-03045 through WAC 392-172A-03080. Washington districts may use a discrepancy model, a response-to-intervention model, or a combination of the two, consistent with their established district procedures. Washington State Legislature Apps+1 1. What is the discrepancy model? The discrepancy model examines whether a student's academic achievement is significantly lower than would be expected based on their measured intellectual ability. For example, a student may demonstrate average or above-average cognitive ability but perform substantially below expectations in basic reading, reading fluency, reading comprehension, written expression, or mathematics. The team considers whether the difference is large enough to meet Washington's criteria for a severe discrepancy. A student does not qualify based on a low academic score alone, nor does a cognitive-achievement difference automatically establish eligibility. 2. Which academic areas can qualify? Under WAC 392-172A-03055, the team may consider a severe discrepancy in one or more of these areas: Washington State Legislature - Oral expression - Listening comprehension - Written expression - Basic reading skills - Reading fluency - Reading comprehension - Mathematics calculation - Mathematics problem solving 3. How is a severe discrepancy calculated? Washington's discrepancy model does not use a simple, universal rule such as “the student must be 1.5 standard deviations below IQ” or “two grade levels behind.” When a district uses the discrepancy model, it must use the discrepancy tables published by the Office of Superintendent of Public Instruction (OSPI). The calculation uses: - A full-scale or total intellectual ability standard score. - An academic achievement standard score. - The regressed standard score discrepancy method, which accounts for test reliability and the relationship between the measures. Washington's rule specifies a criterion level of 1.55 for the regressed discrepancy method. This is not simply a requirement that the student's IQ and achievement scores differ by 1.55 standard deviations. Washington State Legislature Apps+1 4. What else must the team consider? A severe discrepancy alone is not enough to establish SLD eligibility. The evaluation team must also consider whether the student: - Demonstrates inadequate achievement for their age or grade-level standards despite appropriate learning experiences and instruction. - Meets the district's required identification criteria through the discrepancy model, response to scientific, research-based intervention, or an approved combination. - Has difficulties that are not primarily the result of a visual, hearing, or motor disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency. - Received appropriate instruction in general education, delivered by qualified personnel, with documented assessments of progress shared with the parents. Washington State Legislature + 1 5. Practical example A student has a Full Scale IQ of 105 and a standard score of 78 in basic reading skills. The 27-point difference may suggest a potential discrepancy, but you cannot determine eligibility from that difference alone. The team must apply the appropriate OSPI discrepancy table using the required scores and consider the full evaluation data and other eligibility criteria. For school psychology practice, I would use the OSPI tables and your district's SLD procedures rather than a general IQ-achievement cutoff. The official regulations are available here: - WAC 392-172A-03045 — District procedures for SLD click -> - WAC 392-172A-03055 — SLD determination click ->
- WAC 392-172A-03065 — Discrepancy tables click ->
- WAC 392-172A-03070 — Method for documenting severe discrepancy click -> Important distinction: Washington does not require every district to use the discrepancy model. The district's established SLD identification procedures determine which approved method is used.
Other Health Impairments
In Washington State, Other Health Impairment (OHI) is a special education eligibility category for students whose chronic or acute health condition limits their strength, vitality, or alertness and adversely affects their educational performance. The definition is found in WAC 392-172A-01035(2)(j). Washington State Legislature 1. What conditions may qualify? Washington's definition lists health conditions such as: - Attention Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD) - Asthma - Diabetes - Epilepsy - Heart conditions - Hemophilia - Lead poisoning - Leukemia - Nephritis - Rheumatic fever - Sickle cell anemia - Tourette syndrome The list provides examples; eligibility depends on the student's individual educational needs and the criteria in state rules. Washington State Legislature 2. What are the eligibility requirements? To qualify under OHI, the evaluation team must establish that: 1. The student has a qualifying health condition. The condition may be chronic or acute. 2. The condition limits strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness in the educational environment. 3. The condition adversely affects educational performance. This may involve attention, engagement, work completion, learning, or other aspects of school functioning. 4.The student needs specially designed instruction (SDI) because of the disability and its educational impact. Accommodations or general education supports alone must not be sufficient to address the student's unique needs. What might adverse educational impact look like For a student with ADHD, for example, educational impact might include: - Difficulty sustaining attention during instruction. - Impulsivity or hyperactivity that interferes with learning. - Difficulty organizing materials, initiating tasks, or completing assignments. - Difficulty following directions or retaining information presented during instruction. - Inconsistent academic performance related to attention and executive functioning. These behaviors do not automatically establish eligibility. The evaluation must demonstrate that they are associated with the health condition and affect the student's educational performance. Does a medical diagnosis automatically qualify a student? No. A medical diagnosis of ADHD or another health condition does not automatically qualify a student for special education under OHI. The team must establish the educational impact and need for SDI through a comprehensive evaluation. Conversely, eligibility is not determined solely by how severe a medical diagnosis appears; the focus is on how the condition affects the student's educational functioning and special education needs. OHI versus a 504 Plan - OHI under an IEP: The student meets special education eligibility requirements and needs SDI. - Section 504 Plan: The student may need accommodations or other supports because of a disability but may not need SDI to access education. A student who does not qualify for special education may still be protected under Section 504, depending on the individual circumstances. Official Washington regulation: WAC 392-172A-01035 -> For school psychology evaluations, the key question is not simply whether a student has ADHD or another health diagnosis, but whether the condition adversely affects educational performance and creates a need for specially designed instruction.
Educational Autism
In Washington State, educational autism means that a student meets the state's criteria for Autism as a special education eligibility category. It is different from a medical diagnosis of Autism Spectrum Disorder (ASD): the school team determines whether the student meets the educational criteria and needs specially designed instruction. The definition is in WAC 392-172A-01035(2)(a). click -> Washington State's educational definition of Autism Under Washington regulations, Autism is a developmental disability that: - Significantly affects verbal and nonverbal communication and social interaction. - Is generally evident before age three, although characteristics that become apparent after age three may still meet the criteria. - Adversely affects the student's educational performance. Other characteristics commonly associated with Autism include repetitive activities or stereotyped movements, resistance to changes in the environment or routines, and unusual responses to sensory experiences. These additional characteristics are associated features, not necessarily requirements that must all be present. What must the school evaluation establish? For a student to qualify for special education under Autism in Washington, the evaluation team must determine that: 1. The student meets the state's educational definition of Autism. 2. Autism adversely affects the student's educational performance. 3. The student has unique educational needs that cannot be addressed exclusively through general education, even with individual accommodations. 4. The student needs specially designed instruction (SDI). Educational impact may involve communication, social interaction, participation in classroom activities, flexibility with routines, sensory responses, or other areas of school functioning. The team must connect the evaluation findings to the student's actual educational needs. Medical Autism diagnosis versus educational Autism Medical diagnosis educational eligibility Determined by a qualified healthcare professional using clinical diagnostic criteria. Determined by the school evaluation team under Washington special education regulations. Identifies Autism Spectrum Disorder as a clinical condition. Determines whether the student meets the educational criteria for Autism and requires SDI. May help inform the school evaluation. Requires evidence of adverse educational impact and a need for specially designed instruction. A medical diagnosis does not automatically qualify a student for an IEP. Likewise, the school team does not diagnose or rule out a medical condition; it determines educational eligibility. When a student has Autism characteristics but does not qualify educationally A student may have a medical diagnosis of ASD or display some characteristics associated with Autism but not meet Washington's educational eligibility criteria. For example, the evaluation may not establish the required significant impact on communication and social interaction, adverse educational impact, or need for SDI. Washington's rule also states that Autism does not apply when the student's educational performance is adversely affected primarily because of an emotional/behavioral disability, as defined in the regulation. The team must consider the full evaluation data and the applicable eligibility criteria rather than relying on a diagnosis or a checklist alone. Washington State Legislature Apps Official regulation: WAC 392-172A-01035 — Autism and other special education eligibility definitions For writing an evaluation report, the central question is: Do the evaluation results demonstrate that the student meets Washington's educational definition of Autism, that it adversely affects educational performance, and that the student needs specially designed instruction?
Emotionally Behaviorally Disabled (EBD)
In Washington State, Emotional/Behavioral Disability (EBD) is a special education eligibility category defined in WAC 392-172A-01035(2)(e). A student may qualify when emotional or behavioral characteristics occur over a long period of time, to a marked degree, and adversely affect educational performance. Washington State Legislature Apps Washington State's legal definition of EBD The regulation identifies five characteristics. A student must exhibit one or more of the following: 1. Inability to learn that cannot be explained by intellectual, sensory, or health factors. 2. Inability to build or maintain satisfactory interpersonal relationships with peers and teachers. 3. Inappropriate types of behavior or feelings under normal circumstances. 4. A general, pervasive mood of unhappiness or depression. 5. A tendency to develop physical symptoms or fears associated with personal or school problems. The characteristics must occur over a long period of time and to a marked degree, adversely affecting the student's educational performance. EBD also includes schizophrenia and other psychiatric conditions. The regulation states that social maladjustment alone does not qualify unless the student also meets the EBD criteria. Washington State Legislature Apps+1 What does “long period of time and to a marked degree” mean? Washington's definition does not establish a single fixed number of weeks or months that applies to every student. The evaluation team must consider the duration, frequency, intensity, and pervasiveness of the characteristics and how they affect the student's educational performance. For example, relevant evaluation information may include: - Teacher and parent reports across settings. - Behavioral observations. - Social-emotional and behavioral rating scales. - Attendance, disciplinary records, and classroom participation. - Academic performance and response to interventions. - Documentation of how the student's emotional or behavioral needs interfere with learning and relationships. No single rating scale, diagnosis, suspension, or behavior incident automatically establishes eligibility. What is required for special education eligibility? Meeting the EBD definition is necessary but not sufficient. Under Washington's general eligibility rule, the team must also determine that: - The student has a disability that adversely affects educational performance. - The student has unique educational needs resulting from the disability. - The student needs specially designed instruction (SDI) and special education services that cannot be addressed exclusively through general education, with or without individual accommodations. EBD versus social maladjustment Washington's regulation specifically states that EBD does not apply to students who are socially maladjusted unless they also meet the EBD criteria. Rule-breaking, defiance, aggression, or other conduct concerns alone do not establish EBD. The evaluation team must examine the student's emotional and behavioral characteristics, their duration and severity, educational impact, and need for SDI. Washington State Legislature Apps Official legal references - WAC 392-172A-01035 — Definitions, including EBD click ->
- Washington OSPI — Special Education WAC and Federal IDEA click -> For an evaluation report: The central question is whether the student demonstrates one or more of the five specified characteristics over a long period of time and to a marked degree, with adverse educational impact, and whether the student needs specially designed instruction as a result.
Developmental Delay (DD)
In Washington State, Developmental Delay is an optional special education eligibility category for students ages 3 through 9 who demonstrate developmental delays that adversely affect educational performance in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development. To meet the developmental delay criteria, a student must score at least 2 standard deviations below the mean in one developmental area or 1.5 standard deviations below the mean in two or more developmental areas on a standardized, norm-referenced assessment with the required reliability. The evaluation team must also determine that the student’s disability adversely affects educational performance and that the student needs specially designed instruction. Five areas of development - Cognitive: Thinking, understanding, remembering, and learning from experiences. - Communication: Understanding and using age-appropriate language, including vocabulary, grammar, and speech sounds. - Physical: Fine-motor skills and gross-motor skills, including coordination, balance, and movement. - Social/Emotional: Developing relationships and demonstrating age-appropriate social and emotional behaviors. - Adaptive: Developing age-appropriate self-help and independence skills, such as feeding, toileting, dressing, and personal hygiene. Washington Legislative Code Important: Washington school districts are not required to use the Developmental Delay category. If a district uses it, the student must be reevaluated before age 10 and found eligible under another special education category to continue receiving special education services. Washington Legislative Code Official law: WAC 392-172A-01035 — Developmental Delay definition click ->
In Washington State, a Specific Learning Disability (SLD) using the discrepancy model is identified when a student demonstrates a severe discrepancy between their intellectual ability and academic achievement in one or more specific academic areas, and the other eligibility requirements are met. The governing regulations are WAC 392-172A-03045 through WAC 392-172A-03080. Washington districts may use a discrepancy model, a response-to-intervention model, or a combination of the two, consistent with their established district procedures. Washington State Legislature Apps+1 1. What is the discrepancy model? The discrepancy model examines whether a student's academic achievement is significantly lower than would be expected based on their measured intellectual ability. For example, a student may demonstrate average or above-average cognitive ability but perform substantially below expectations in basic reading, reading fluency, reading comprehension, written expression, or mathematics. The team considers whether the difference is large enough to meet Washington's criteria for a severe discrepancy. A student does not qualify based on a low academic score alone, nor does a cognitive-achievement difference automatically establish eligibility. 2. Which academic areas can qualify? Under WAC 392-172A-03055, the team may consider a severe discrepancy in one or more of these areas: Washington State Legislature - Oral expression - Listening comprehension - Written expression - Basic reading skills - Reading fluency - Reading comprehension - Mathematics calculation - Mathematics problem solving 3. How is a severe discrepancy calculated? Washington's discrepancy model does not use a simple, universal rule such as “the student must be 1.5 standard deviations below IQ” or “two grade levels behind.” When a district uses the discrepancy model, it must use the discrepancy tables published by the Office of Superintendent of Public Instruction (OSPI). The calculation uses: - A full-scale or total intellectual ability standard score. - An academic achievement standard score. - The regressed standard score discrepancy method, which accounts for test reliability and the relationship between the measures. Washington's rule specifies a criterion level of 1.55 for the regressed discrepancy method. This is not simply a requirement that the student's IQ and achievement scores differ by 1.55 standard deviations. Washington State Legislature Apps+1 4. What else must the team consider? A severe discrepancy alone is not enough to establish SLD eligibility. The evaluation team must also consider whether the student: - Demonstrates inadequate achievement for their age or grade-level standards despite appropriate learning experiences and instruction. - Meets the district's required identification criteria through the discrepancy model, response to scientific, research-based intervention, or an approved combination. - Has difficulties that are not primarily the result of a visual, hearing, or motor disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency. - Received appropriate instruction in general education, delivered by qualified personnel, with documented assessments of progress shared with the parents. Washington State Legislature + 1 5. Practical example A student has a Full Scale IQ of 105 and a standard score of 78 in basic reading skills. The 27-point difference may suggest a potential discrepancy, but you cannot determine eligibility from that difference alone. The team must apply the appropriate OSPI discrepancy table using the required scores and consider the full evaluation data and other eligibility criteria. For school psychology practice, I would use the OSPI tables and your district's SLD procedures rather than a general IQ-achievement cutoff. The official regulations are available here: - WAC 392-172A-03045 — District procedures for SLD click -> - WAC 392-172A-03055 — SLD determination click ->
- WAC 392-172A-03065 — Discrepancy tables click ->
- WAC 392-172A-03070 — Method for documenting severe discrepancy click -> Important distinction: Washington does not require every district to use the discrepancy model. The district's established SLD identification procedures determine which approved method is used.
Other Health Impairments
In Washington State, Other Health Impairment (OHI) is a special education eligibility category for students whose chronic or acute health condition limits their strength, vitality, or alertness and adversely affects their educational performance. The definition is found in WAC 392-172A-01035(2)(j). Washington State Legislature 1. What conditions may qualify? Washington's definition lists health conditions such as: - Attention Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD) - Asthma - Diabetes - Epilepsy - Heart conditions - Hemophilia - Lead poisoning - Leukemia - Nephritis - Rheumatic fever - Sickle cell anemia - Tourette syndrome The list provides examples; eligibility depends on the student's individual educational needs and the criteria in state rules. Washington State Legislature 2. What are the eligibility requirements? To qualify under OHI, the evaluation team must establish that: 1. The student has a qualifying health condition. The condition may be chronic or acute. 2. The condition limits strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness in the educational environment. 3. The condition adversely affects educational performance. This may involve attention, engagement, work completion, learning, or other aspects of school functioning. 4.The student needs specially designed instruction (SDI) because of the disability and its educational impact. Accommodations or general education supports alone must not be sufficient to address the student's unique needs. What might adverse educational impact look like For a student with ADHD, for example, educational impact might include: - Difficulty sustaining attention during instruction. - Impulsivity or hyperactivity that interferes with learning. - Difficulty organizing materials, initiating tasks, or completing assignments. - Difficulty following directions or retaining information presented during instruction. - Inconsistent academic performance related to attention and executive functioning. These behaviors do not automatically establish eligibility. The evaluation must demonstrate that they are associated with the health condition and affect the student's educational performance. Does a medical diagnosis automatically qualify a student? No. A medical diagnosis of ADHD or another health condition does not automatically qualify a student for special education under OHI. The team must establish the educational impact and need for SDI through a comprehensive evaluation. Conversely, eligibility is not determined solely by how severe a medical diagnosis appears; the focus is on how the condition affects the student's educational functioning and special education needs. OHI versus a 504 Plan - OHI under an IEP: The student meets special education eligibility requirements and needs SDI. - Section 504 Plan: The student may need accommodations or other supports because of a disability but may not need SDI to access education. A student who does not qualify for special education may still be protected under Section 504, depending on the individual circumstances. Official Washington regulation: WAC 392-172A-01035 -> For school psychology evaluations, the key question is not simply whether a student has ADHD or another health diagnosis, but whether the condition adversely affects educational performance and creates a need for specially designed instruction.
Educational Autism
In Washington State, educational autism means that a student meets the state's criteria for Autism as a special education eligibility category. It is different from a medical diagnosis of Autism Spectrum Disorder (ASD): the school team determines whether the student meets the educational criteria and needs specially designed instruction. The definition is in WAC 392-172A-01035(2)(a). click -> Washington State's educational definition of Autism Under Washington regulations, Autism is a developmental disability that: - Significantly affects verbal and nonverbal communication and social interaction. - Is generally evident before age three, although characteristics that become apparent after age three may still meet the criteria. - Adversely affects the student's educational performance. Other characteristics commonly associated with Autism include repetitive activities or stereotyped movements, resistance to changes in the environment or routines, and unusual responses to sensory experiences. These additional characteristics are associated features, not necessarily requirements that must all be present. What must the school evaluation establish? For a student to qualify for special education under Autism in Washington, the evaluation team must determine that: 1. The student meets the state's educational definition of Autism. 2. Autism adversely affects the student's educational performance. 3. The student has unique educational needs that cannot be addressed exclusively through general education, even with individual accommodations. 4. The student needs specially designed instruction (SDI). Educational impact may involve communication, social interaction, participation in classroom activities, flexibility with routines, sensory responses, or other areas of school functioning. The team must connect the evaluation findings to the student's actual educational needs. Medical Autism diagnosis versus educational Autism Medical diagnosis educational eligibility Determined by a qualified healthcare professional using clinical diagnostic criteria. Determined by the school evaluation team under Washington special education regulations. Identifies Autism Spectrum Disorder as a clinical condition. Determines whether the student meets the educational criteria for Autism and requires SDI. May help inform the school evaluation. Requires evidence of adverse educational impact and a need for specially designed instruction. A medical diagnosis does not automatically qualify a student for an IEP. Likewise, the school team does not diagnose or rule out a medical condition; it determines educational eligibility. When a student has Autism characteristics but does not qualify educationally A student may have a medical diagnosis of ASD or display some characteristics associated with Autism but not meet Washington's educational eligibility criteria. For example, the evaluation may not establish the required significant impact on communication and social interaction, adverse educational impact, or need for SDI. Washington's rule also states that Autism does not apply when the student's educational performance is adversely affected primarily because of an emotional/behavioral disability, as defined in the regulation. The team must consider the full evaluation data and the applicable eligibility criteria rather than relying on a diagnosis or a checklist alone. Washington State Legislature Apps Official regulation: WAC 392-172A-01035 — Autism and other special education eligibility definitions For writing an evaluation report, the central question is: Do the evaluation results demonstrate that the student meets Washington's educational definition of Autism, that it adversely affects educational performance, and that the student needs specially designed instruction?
Emotionally Behaviorally Disabled (EBD)
In Washington State, Emotional/Behavioral Disability (EBD) is a special education eligibility category defined in WAC 392-172A-01035(2)(e). A student may qualify when emotional or behavioral characteristics occur over a long period of time, to a marked degree, and adversely affect educational performance. Washington State Legislature Apps Washington State's legal definition of EBD The regulation identifies five characteristics. A student must exhibit one or more of the following: 1. Inability to learn that cannot be explained by intellectual, sensory, or health factors. 2. Inability to build or maintain satisfactory interpersonal relationships with peers and teachers. 3. Inappropriate types of behavior or feelings under normal circumstances. 4. A general, pervasive mood of unhappiness or depression. 5. A tendency to develop physical symptoms or fears associated with personal or school problems. The characteristics must occur over a long period of time and to a marked degree, adversely affecting the student's educational performance. EBD also includes schizophrenia and other psychiatric conditions. The regulation states that social maladjustment alone does not qualify unless the student also meets the EBD criteria. Washington State Legislature Apps+1 What does “long period of time and to a marked degree” mean? Washington's definition does not establish a single fixed number of weeks or months that applies to every student. The evaluation team must consider the duration, frequency, intensity, and pervasiveness of the characteristics and how they affect the student's educational performance. For example, relevant evaluation information may include: - Teacher and parent reports across settings. - Behavioral observations. - Social-emotional and behavioral rating scales. - Attendance, disciplinary records, and classroom participation. - Academic performance and response to interventions. - Documentation of how the student's emotional or behavioral needs interfere with learning and relationships. No single rating scale, diagnosis, suspension, or behavior incident automatically establishes eligibility. What is required for special education eligibility? Meeting the EBD definition is necessary but not sufficient. Under Washington's general eligibility rule, the team must also determine that: - The student has a disability that adversely affects educational performance. - The student has unique educational needs resulting from the disability. - The student needs specially designed instruction (SDI) and special education services that cannot be addressed exclusively through general education, with or without individual accommodations. EBD versus social maladjustment Washington's regulation specifically states that EBD does not apply to students who are socially maladjusted unless they also meet the EBD criteria. Rule-breaking, defiance, aggression, or other conduct concerns alone do not establish EBD. The evaluation team must examine the student's emotional and behavioral characteristics, their duration and severity, educational impact, and need for SDI. Washington State Legislature Apps Official legal references - WAC 392-172A-01035 — Definitions, including EBD click ->
- Washington OSPI — Special Education WAC and Federal IDEA click -> For an evaluation report: The central question is whether the student demonstrates one or more of the five specified characteristics over a long period of time and to a marked degree, with adverse educational impact, and whether the student needs specially designed instruction as a result.
Developmental Delay (DD)
In Washington State, Developmental Delay is an optional special education eligibility category for students ages 3 through 9 who demonstrate developmental delays that adversely affect educational performance in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development. To meet the developmental delay criteria, a student must score at least 2 standard deviations below the mean in one developmental area or 1.5 standard deviations below the mean in two or more developmental areas on a standardized, norm-referenced assessment with the required reliability. The evaluation team must also determine that the student’s disability adversely affects educational performance and that the student needs specially designed instruction. Five areas of development - Cognitive: Thinking, understanding, remembering, and learning from experiences. - Communication: Understanding and using age-appropriate language, including vocabulary, grammar, and speech sounds. - Physical: Fine-motor skills and gross-motor skills, including coordination, balance, and movement. - Social/Emotional: Developing relationships and demonstrating age-appropriate social and emotional behaviors. - Adaptive: Developing age-appropriate self-help and independence skills, such as feeding, toileting, dressing, and personal hygiene. Washington Legislative Code Important: Washington school districts are not required to use the Developmental Delay category. If a district uses it, the student must be reevaluated before age 10 and found eligible under another special education category to continue receiving special education services. Washington Legislative Code Official law: WAC 392-172A-01035 — Developmental Delay definition click ->
Form Headline Goes Here
Fill in your details and we will be in touch shortly.
Jane DoeParent Advocate |
|---|
As a parent, I found the resources on Askschoolpsych invaluable in navigating special education processes and understanding my child's rights. |
John SmithSpecial Education Teacher |
|---|
The information provided is comprehensive and helps educators collaborate effectively with families to support students with special needs. |
Mary JohnsonSchool Psychologist |
|---|
Askschoolpsych is a fantastic tool for both parents and professionals seeking to ensure students receive the appropriate support. |
Get Informed
Knowledge is power; gain insights into special education rights and processes.
1234 Street, New York, New York
Contact Info
Essential resources and support for special education.
Welcome to AskSchoolPsych