Virginia Regulatory Town Hall
Agency
Department of Education
 
Board
State Board of Education
 
Guidance Document Change: The VDOE Supplemental Guidance for Evaluation and Eligibility in Special Education was developed to assist Individualized Education Program (IEP) and Eligibility teams, including parents, as they engage in evaluation, eligibility determinations, and decisions regarding the need for related services. This guidance is an addendum to the Virginia Department of Education’s Guidance on Evaluation and Eligibility for Special Education and Related Services. This document was developed in response to Recommendations 1 and 2 from the Joint Legislative Audit and Review Commission (JLARC) 2020 report on K-12 Special Education in Virginia. The Supplemental Guidance provides information about data sources that may be used to inform eligibility for special education services or a need for a related service, as well as information to assist in the local interpretation for terminology in Virginia special education regulations that are not clearly defined (e.g., determining “adverse educational impact” and determining “need for specially designed instruction”). The Sample Eligibility Forms and Disability Worksheets reflects a revision to the existing Guidance on Evaluation and Eligibility for Special Education Appendix (Sample Evaluation and Eligibility Forms). This revision was made in response to Recommendation 2 from the Joint Legislative Audit and Review Commission (JLARC) 2020 report on K-12 Special Education in Virginia. The sample forms and worksheets are provided to assist Local Educational Agencies (LEA) in documenting eligibility determinations in accordance with the criteria contained in the Regulations Governing Special Education Programs for Children with Disabilities in Virginia.
Previous Comment     Next Comment     Back to List of Comments
9/12/21  7:23 am
Commenter: Wendy Little - Parent

Concerns Regarding Autism Diagnoses and Categories
 

Appendix A: Autism: I know that Asperger's Disorder, in particular, has not been diagnosed for many years in the State of Virginia due to 'the inequity inferred pertaining to other children with less 'functional' Autism' according to my child's original diagnostic physician, and many others in the neurological field following the original diagnosis, involved in numerous additional evaluations since. 

The following linked documents are over 10 years old, and referencing sources up to 20 years ago or more. Additionally, some links within are no longer operable, and, while thorough, at nearly 200 pages of total material combined, I strongly suggest the documents be updated, revised and abbreviated for reasonable consumption and utilization. 

https://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_guidelines.pdf

https://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_of_best_practice.pdf

Thank you for the opportunity to offer suggestions as a highly engaged parent of a child with sophisticated neurological challenges including Autism and other medical conditions, who has been fiercely advocating for my child's needs for a number of years.

Wendy Little

 

 

 

CommentID: 99923