Eligibility and Exceptionalities
An exceptional student as defined in Rules 6A-6.03011 through 6A-6.03031, FAC, means any child or youth who requires special instruction or related services and is enrolled in or eligible for enrollment in the public schools of a district.
An exceptional student as defined in Rules 6A-6.03011 through 6A-6.03031, FAC, includes any exceptional child or youth enrolled in or eligible for enrollment in an educational program operated by the Department either directly or through grants or contractual agreement, pursuant to Section 230.23(4)(n), Florida Statutes.
The Department, grantee or contractor shall operate special programs for exceptional students consistent with all State Board of Education rules for special programs for exceptional students contained in Chapter 6A-6,FAC.
Students who are deaf or hard-of-hearing. A student who is deaf or hard-of-hearing has a hearing loss aided or unaided, that impacts the processing of linguistic information and which adversely affects performance in the educational environment. The degree of loss may range from mild to profound.
Adaptive or self-help development,
Students who are developmentally delayed are served in an exceptional student education pre-kindergarten
Students with intellectual disabilities. An intellectual disability is defined as significantly below average general intellectual and adaptive functioning manifested during the developmental period, with significant delays in academic skills. Developmental period refers to birth to eighteen (18) years of age.
Orthopedic impairment means a severe skeletal, muscular, or neuromuscular impairment. The term includes impairments resulting from congenital anomalies (e.g. including but not limited to skeletal deformity or spina bifida), and impairments resulting from other causes (e.g., including but not limited to cerebral palsy or amputations).
A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability limited English proficiency or environmental, cultural, or economic factors.
Speech impairments are disorders of speech sounds, fluency, or voice that interfere with communication, adversely affect performance and/or functioning in the educational environment, and result in the need for exceptional student education.
A traumatic brain injury means an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one (1) or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma.
Students who are visually impaired include the following: