EAP Disability Category of Intellectual Impairment – Changes from 29 June 2009
Existing Terminology (until 26 June 2009)
Intellectual Impairment
Revised Terminology (from 29 June 2009)
Adapted from the DSM-IV-TR (2000)
definition of Mental Retardation ( Intellectual
Impairment )
Revised Definition (from 29 June 2009)
2 Concurrent deficits or impairments in
present adaptive functioning (that is, the
person’s effectiveness in meeting the
standards expected for his or her age by his
or her cultural group) in at least two of the
following areas: communication, self-care,
home living, social/ interpersonal skills, use
of community resources, self-direction,
functional academic skills, work, leisure,
health and safety.
For a diagnosis of intellectual impairment to
be verified within EAP procedures, deficits or
impairments in present adaptive functioning
in at least two areas need to be significant,
i.e. two standard deviations below the mean
on a standardised measure as rated by two
or more independent observers in at least
two separate environments/contexts.
Comments and Considerations
Intellectual disability is characterised by significant limitations both
in intellectual functioning and in adaptive behaviour as expressed
in conceptual, social, and practical adaptive skills. This impairment
originates before age 18.
The student’s identified level of functioning results in activity
limitations and participation restrictions at school requiring
significant additional education adjustments
Adapted from the American Association
Developmental Disabilities (AAIDD 2002)
Existing Diagnostic Criteria (until 26 June
2009)
1. Significantly sub-average intellectual
functioning: an IQ of approximately 70 or
below on an individually administered IQ test
(or documented clinical judgment of
significantly sub-average intellectual
functioning)
No change
Intellectual Impairment
Existing Definition (until 26 June 2009)
Intellectual Impairment refers to substantial
limitations in present functioning.
Comments and Considerations
on
Intellectual
Revised definition clearly states that the
definition is specific to EAP/DET and
emphasises the educational setting
and
Revised Diagnostic Criteria (from 29 June 2009)
Comments and Considerations
Criterion 1:
Intellectual disability is characterised by significant limitations both
in intellectual functioning and in adaptive behaviour as expressed
in conceptual, social, and practical adaptive skills. This disability
originates before age 18 (adapted from AAIDD 2002).
Revised criteria are expected to identify the
same cohort of students as the current criteria

The revised criteria are in line with the structure
of criteria in all other categories
Criterion 2:
The student’s identified level of functioning results in activity
limitations and participation restrictions at school requiring
significant additional education adjustments

Criterion 2 is common across II, ASD, SLI related to documenting the educational need
as a result of the student’s current level of
functioning
Criterion 1a. Significant limitations in intellectual functioning
Evidence
 Scores obtained from current individually administered
psychoeducational assessments are at least two standard
deviations below the mean, considering the SEM for the
specific assessment instruments used and the
instruments’ strengths and limitations.

There is a need to identify the level of
functioning and consequent educational need
of the student in the areas that require
additional resource support and not assume
this from deficits derived from the diagnostic
category.

Where formal psychoeducational assessment as detailed
above, is not possible or not appropriate, then information
relevant to cognitive functioning needs to be provided from
a range of contexts, to support the presence of significant
limitations in intellectual functioning
Existing Diagnostic Criteria (until 26 June
2009)
3. The onset is before age 18 years.
Existing Form (until 26 June 2009)
PART A: Student Details (common for all
categories)
Revised Diagnostic Criteria (from 29 June 2009)
Comments and Considerations
Criterion 1b.Significant limitations in adaptive behaviour.
Evidence
 Significant limitations in adaptive behaviour are
operationally defined as performance that is at least 2
standard deviations below the mean of either (a) one of
the following three types of adaptive behaviour:
conceptual, social, or practical, or (b) an overall score on a
standardised measure of conceptual, social, and practical
skills.
 Limitations in adaptive behaviour are determined by using
a broad range of assessment methods across a range of
sources and settings
Criterion 1c. The impairment originates before 18 years of
age.
Criterion 2 The student’s identified level of functioning results in
activity limitations and participation restrictions at school
requiring significant education adjustments
Evidence
 Student’s level of functioning is significantly below peers.
 Programs and adjustments in areas of need have been
implemented and outcomes achieved.
 Programs and adjustments that need to be maintained
(wholly or partially) to address the educational needs.
Revised Form (from 29 June 2009)
The following five assumptions are essential to the
application of this definition:
1. Limitations in present functioning must be
considered within the context of community
environments typical of the individuals age
peers.
2. Valid assessment considers cultural and
linguistic diversity as well as differences in
communication, sensory, motor, and
behavioural factors.
3. Within an individual, limitations often
coexist with strengths.
4. An important purpose of describing
limitations is to develop a profile of needed
supports.
5. With appropriate personalised supports
over a sustained period, the life functioning
of the person with intellectual impairment
generally will improve.
 PART A
 PART B
PART B: Evidence Supporting Verification
PART C: Principal Request for Verification
(common for all categories)
 PART C
Student Details
Evidence Supporting Verification of Disability
 Criterion 1
 Criterion 2
 Quality Assurance and Decision Making
Principal Request for Verification of Disability
The format is similar to the current form with the following
changes:
 Section 2: Medical Diagnosis - removed
 Copies of test scoring pages are for verification
paperwork only - they are not to be attached to the
originals kept in school files
 Only ONE adaptive behaviour assessment must be
completed, but this needs to be accompanied by
supporting evidence
Adapted from AAIDD 2002
Comments and Considerations
The revised form is more explicit in what evidence
is required and will assist school teams to
document this evidence more clearly
SGO continues to provide Profession Specific
Quality Assurance and Decision Making
As the diagnosis of intellectual disability is
proposed to meet DET criteria, diagnoses by other
practitioners can support, but are not sufficient for
verification purposes.