Demystifying Intellectual Disability (ID) eligibility criteria.
Intellectual Disabilities (ID) is the least desired of all special education eligibility categories. Parents report that they would rather their child be Autistic, than ID. A great deal of weight is placed on this eligibility determination and there is only one sentence that describes it in CCR 3030(b)(6). How does one make the case for Intellectual Disability? What are the “best practices”? What are the criteria to be used when the one sentence definition is vague? How does one make meaningful recommendations when a student cannot perform on a standardized test of intelligence? How does one make a convincing eligibility or recommendations to skeptical parents? All of these questions and more will be addressed by this workshop. Looking forward to seeing you there.
James Hiramoto, Ph.D. Is a graduate of UC Berkeley's School Psychology Program with 25 years+ as a school psychologist; 10 years+ as professor/program director of a masters and doctoral program in educational & school psychology; and 7 years with the Diagnostic Center, North, California Department of Education. He has provided professional development trainings nationally and statewide to over 25 SELPAs and County Offices of Education, 25 school districts, CASP and affiliate associations. He has served many roles for CASP over the years: Including Region II Rep and is now serving as Assessment Specialist. He has written and co-authored CASP Position Papers such as and the recent CASP Resource Papers-School Psychology Practice during COVID Series #1 and #2. Currently, he works full time as a school psychologist for Lodi Unified School District.
