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According to the Maryland Statewide Individualized Education Program (IEP) Process Guide, there are exceptions to what students may be identified as a student with a disability. If the student’s educational performance is a result of a lack of English proficiency, for instance, or due to reading fluency and oral reading skill, they may not be identified as a student with a disability.

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According to, "Helping Students With Moderate and Severe Intellectual Disability Access Grade-Level Text", one strategy is ‘shared story reading’, where a book is read out loud and the student is given frequent chances to interact with the text. Other strategies are adapting text with pictures, shortening text, repeating storylines, rewriting text as a summary, and predictable text structures.

Text with response options demonstrates comprehension. Definitions can be given for important unfamiliar words. Using the least intrusive prompting system is another suggested strategy.

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According to the AZ-TAS Evaluation Process, a Multidisciplinary Evaluation Team (MET) includes the Individualized Education Program (IEP) team and other professionals, who help determine a student’s eligibility for special education services. The MET team reviews existing documentation on medical, developmental, and functional status/history, as well as previous evaluations.

Classroom observations, pre-referral interventions and teacher/provider input all go into the documentation, with statewide and language proficiency assessments. MET team members document their agreement to the determination in writing, and if there is disagreement, there needs to be an explaining statement.

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The federal definition for ID, according to IDEA, is having an intellectual functioning that is substantially below the general average of intellectual functioning, combined with deficiencies in adaptive behavior, that occur within the developmental period.

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The state definition for Arizona states that an intellectual disability is a significant impairment of general intellectual functioning and presents deficiencies in adaptive behavior that negatively affects a students academic performance.

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According to the AAIDD, intellectual functioning can be evaluated by the IQ test, with scores between 70 to 75 representing intellectual functioning that is substantially below average, and deficiencies in adaptive behavior can be identified by standardized tests.

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Source also referenced: Intellectual Disability Eligibility Documentation Worksheet

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Intellectual Functioning

Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills-language and literacy; money, time, and number concepts; and self-direction.
Social skills-interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills-activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Age of Onset

The condition originates during the developmental period, which is defined as before the age of 22. Intellectual disability is one of several conditions known collectively as developmental disabilities.

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Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

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Individuals with Disabilities Education Act

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(6) Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. The term "intellectual disability" was formerly termed "mental retardation."

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Sec. 300.8 (c) (6) - Individuals with Disabilities Education Act

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Intellectual Functioning

Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills-language and literacy; money, time, and number concepts; and self-direction.
Social skills-interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills-activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Age of Onset

The condition originates during the developmental period, which is defined as before the age of 22. Intellectual disability is one of several conditions known collectively as developmental disabilities.

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Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

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