Dec 17, 81
1342.12 (Encl 3)
d. Determine whether a handicapped child's conduct that either violates school rules
and regulations or disrupts classroom activities results in whole or in part from a handicapping
condition.
e. Use all locally available community, medical, and school resources to facilitate the
implementation of a child's IEP before the Regional Director with educational responsibility for the
child determines that the child's need for special education and related service exceeds local
capabilities.
3. Assessment materials, evaluation procedures, and tests shall be:
a. Racially and culturally nondiscriminatory.
b. Administered in the native language or mode of communication of the child, unless it
clearly is not feasible to do so.
c. Validated for the specific purpose for which they are used or intended to be used.
d. Administered by qualified personnel, such as a special educator, school psychologist,
speech therapist, or a reading improvement specialist, in conformity with the instructions provided
by the producers of the testing device.
e. Administered in a manner so that no single procedure is the sole criterion for
determining an appropriate educational program for a handicapped child.
f. Selected to assess specific areas of educational need, not merely to provide a single
general intelligence quotient.
4. The evaluation shall be conducted by a multidisciplinary team or group of persons, and
shall include a teacher or other specialist with knowledge in the area of the suspected disability.
5. The child shall be evaluated in all areas related to the suspected disability. When
necessary, the evaluation shall include:
a. The current level of functioning academically, socially, and within the family.
b. Visual and auditory acuity.
c. Observation in an educational environment.
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