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Original Question

Part I: Evaluating Characteristics of Disabilities and Eligibility Identify the 13 eligibility categories of disability under IDEA. Present the two components of eligibility criteria for special education services under IDEA. Explain in detail two disability categories you choose to focus on: Define each disability using IDEA. Identify characteristics for each disability that are commonly seen in the educational environment. Describe how these characteristics adversely impact educational performance and academic progress. Analyze the current practices and criteria used for determining eligibility for disabilities, paying particular attention to their effectiveness and inclusivity. Examine the intersectionality between disabilities and other factors such as English Language Learner (ELL) status and Twice Exceptional (2E) learners to understand how these factors impact eligibility and support services. Evaluate the strengths and weaknesses of existing eligibility criteria and practices in accommodating diverse needs, including those of individuals with disabilities, ELLs, and 2E learners. Reflect on the ethical considerations and implications of eligibility determination processes, particularly concerning fairness, equity, and the rights of individuals with disabilities and other diverse needs. Part II: Henry and Eligibility In this section of your paper, Identify the category of eligibility and disability you would recommend be considered by the assessment team for Henry based on the data in the evaluation report. Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results from Henry’s Evaluation Report. Reason for Referral Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year. His previous school did not send past school records. Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and an educator representing special education. Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-group discussions. When asked to read aloud, Henry will comply; his verbal expression is restrained, but he is unable to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills. In group-work settings, Henry will listen and doodle to avoid peer requests for his involvement. Parent concerns: • Academic • Attention • Spelling • Reading • Written language • Schoolwork/homework • Memory At this time, there have been no records transferred from Henry’s previous school for teachers and other school personnel to review. Parents report he was under evaluation for concerns in the classroom. Because there is no background information, the team is only able to use the current class performance and his educational assessment regarding his ability levels and eligibility for services provided under IDEA. It is evident from the teacher and parent reports along with classroom observation that Henry’s area of weakness is in reading and vocabulary comprehension. The assessment results indicate that Henry is not making effective progress in the areas of reading and vocabulary comprehension at his grade level. If allowed to continue without proper support and intervention strategies, he will continue to fall behind his same-aged peers as he progresses through each grade level. APA Format: All in-text citations Scholarly Sources

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