1 Section 56032. Physical Disability Physical disability means a visual, mobility, or orthopedic impairment. Visual impairment means total or partial loss of sight. Mobility or orthopedic impairment means a serious limitation in locomotion or motor imitation in locomotion or motor functions that indicate a need for academic adjustments, auxiliary aids and services. These limitations are a result of specific impacts to the body’s skeletal, musculature or nervous systems. Note: Authority cited: Sections 67312, 70901, and 84850, Education Code. Reference: Sections 67310-12 and 84850, ‘Education Code Implementation A physical disability encompasses a wide range of conditions and results in a limitation in one or more of the following areas: * Walking in terms of distance, length of time, or terrain * Range of motion and /or reach * Standing or sitting * Breathing * Other physical functions of the body There may be various causes for a physical disability including congenital impairments, effects of disease, as well as traumatic incidents including accidents, combat, physical altercations, and other factors. Examples of a physical disability include, but are not limited to, absence of a limb or limbs, paraplegia, hemiplegia, or quadriplegia, short stature, polio, MS, and muscular dystrophy. A physical disability may also include the limitations which arise from significant back and lumbar problems, severe arthritis, and a wide range of other physical conditions.
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Section 56032. Physical Disability
Physical disability means a visual, mobility, or orthopedic impairment.
Visual impairment means total or partial loss of sight.
Mobility or orthopedic impairment means a serious limitation in locomotion or motor
imitation in locomotion or motor functions that indicate a need for academic adjustments,
auxiliary aids and services. These limitations are a result of specific impacts to the body’s
Section 56038. Acquired Brain Injury (no change to regulation)
Acquired brain impairment means a verified deficit in brain functioning which results in a total or partial loss of cognitive, communicative, motor, psycho-social, and/or sensory-perceptual abilities.
Blindness or low vision results from a visual impairment so significant that, without
accommodation other than regular corrective lenses, vision no longer serves as a major channel
for information processing. Blindness or low vision may be caused by a congenital condition,
disease, or traumatic event including accident, combat, physical altercation, or other events.
Visual impairment does not apply where the loss or impairment is the result of
psychological condition or an acquired brain injury (ABI).
Blindness or low vision can be verified by various methods described below.
Direct observation of a DSPS professional staff member (counselor, coordinator, or
disability specialist)
Existing documentation from another public or private non-profit agency serving people
with disabilities such as Department of Rehabilitation, K-12, independent living center,
disability specific agency, DMV, Social Security, etc.
Documentation from a physician, physician’s assistant, or nurse practitioner.
After the existence of the blindness or low vision has been verified, functional limitations in
the educational setting may most often be identified through discussion with the student and
the use of the interactive process. Only when necessary, additional documentation may be
sought from other sources.
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Documentation
The student record should contain a verification of the specific disabling condition signed by
the appropriate professional as described in the implementation guidelines for the reported
disability of the student. In addition, the record should include the functional limitations in the
educational setting which arise from the disability and which are determined by the DSPS
professional through the interactive process with the student or from information from other
professionals or referring agencies.
NEW Section 5600?? Autism
Autism is described as persistent deficits in social communication and social interaction
across multiple contexts; and, restricted, repetitive patterns of behavior, interests, or activities.
Symptoms must be present in the early developmental period, and cause clinically significant
impairment in social, occupational, or other important areas of current functioning. The
student’s disability would not be better explained by intellectual disability (ID).
Implementation
Autism is described as persistent deficits in social communication and social interaction
across multiple contexts; and, restricted, repetitive patterns of behavior, interests, or activities.
Symptoms must be present in the early developmental period, and cause clinically significant
impairment in social, occupational, or other important areas of current functioning. The
student’s disability would not be better explained by intellectual disability (ID).
Autism is characterized by significant limitations such as:
(1) Deficits in social-emotional reciprocity (e.g. abnormal social approach; failure of normal
back-and-forth conversation; reduced sharing of interests, emotions, or affect; failure to initiate
or respond to social interactions);
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(2) Deficits in nonverbal communicative behaviors used for social interaction (e.g. poorly
integrated verbal and nonverbal communication; abnormalities in eye contact and body
language; deficits in understanding and use of gestures; total lack of facial expressions and
nonverbal communication);
(3) Deficits in developing, maintaining, and understanding relationships (e.g. difficulties
adjusting behavior to suit various social contexts; difficulties in making friends; absence of
interest in peers).
(4) Stereotyped or repetitive motor movements, use of objects, or speech (e.g. simple
motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases);
(5) Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal
nonverbal behavior (e.g. extreme distress at small changes, difficulties with transitions, rigid
thinking patterns, greeting rituals, need to take same route every day, need to eat the same
food every day);
(6) Highly restricted, fixated interests that are abnormal in intensity or focus (e.g. strong
attachment to or preoccupation with unusual objects, excessively circumscribed or
perseverative interest)’
(7) Hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the
environment (e.g. apparent indifference to pain/temperature, adverse response to specific
sounds or textures, excessive smelling or touching of objects, visual fascination with lights or
movement).
This disability can be verified by the DSPS Coordinator or a Disabilities Specialist using the
documentation from a referring agency. The student is eligible by meeting one of the three
standards described below:
1) the student has certification from the Regional Center; or
2) the student has certification from a school psychologist; or
3) the student has certification from a physician
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The student with Autism must be afforded access to the class/program, and academic
adjustments, auxiliary aids and services, that best meets his/her educational needs and which
promotes the maximum independence and integration of these students. Special classes, if
provided, may consistent with this requirement, be offered either on- or off-campus.
Documentation
The student record should contain a verification of the specific disabling condition signed by
the appropriate professional as described in the implementation guidelines for the reported
disability of the student. In addition, the record should include the functional limitations in the
educational setting which arise from the disability and which are determined by the DSPS
professional through the interactive process with the student or from information from other
professionals or referring agencies.
NEW Section 5600??. Attention-Deficit/Hyperactivity Disability (ADHD)
Attention-Deficit/ Hyperactivity Disability is a neurodevelopmental disorder that is defined as a persistent, verified deficit in attention and/or hyperactive and impulsive behavior that interferes with functioning.
Implementation
Attention-Deficit/Hyperactivity Disability is neurodevelopmental disorder that is defined as
a persistent, verified deficit in attention and/or hyperactive and impulsive behavior that
interferes with, or reduces the quality of, social, school, or work functioning.
Attention-Deficit/Hyperactivity Disability is a condition which:
1. Meets the criteria for Attention-Deficit/Hyperactivity Disorder in the most current
American Psychiatric Association Diagnostic and Statistical Manual;
2. Reflects a condition that interferes with a major life activity;
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3. Poses a functional limitation in the educational setting.
An Attention-Deficit/Hyperactivity Disability can be verified by a professional with the
appropriate license, or by documentation of a referring agency if its verification was done by a
professional with the appropriate license. This disability can be verified by a DSPS staff member
only if that person is an appropriately licensed professional, such as a licensed medical doctor, a
licensed clinical psychologist, a licensed Marriage and Family Therapist, or a licensed clinical
social worker.
Documentation
The student record should contain a verification of the specific disabling condition signed by
the appropriate professional as described in the implementation guidelines for the reported
disability of the student. In addition, the record should include the functional limitations in the
educational setting which arise from the disability and which are determined by the DSPS
professional through the interactive process with the student or from information from other