Intellectual Disability

Intellectual disability is defined by a student having significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.

• Community Readiness Guidance Document
• Alternate Support Document ELA, Math and Science K-5
• Alternate Support Document ELA, Math and Science 6-8
• Alternate Support Document ELA, Math and Science 9-12

Resources

• NCEO Brief 1- Considerations for Developing State-Defined Alternate Diplomas for Students with Significant Cognitive Disabilities
• NCEO Brief 12: Strategies for Meeting the 1% State-level Cap on Participation in the Alternate Assessment
• USDOE Dear Colleague Letter
• NCSC Brief 1 – AA-AAS: Standards That Are the “Same but Different”
• NCSC Brief 2 – AA-AAS: Defining High Expectations for Students with Significant Cognitive Disabilities
• NCSC Brief 3 – AA-AAS: How Do Our Students Learn and Show What They Know?
• NCSC Brief 5 – Standards-based Individualized Education Programs (IEPs) for Students Who Participate in AA-AAS
• NCSC Brief 7 – NCSC’s Content Model for Grade-Aligned Instruction and Assessment: “The Same Curriculum for All Students”
• NCSC Brief 8 – Characteristics of Students with Significant Cognitive Disabilities

For more information on Alternate Diplomas, please visit WV Guideposts to Graduation

For more information on the WV Alternate Summative Assessment (WVASA) please visit the Assessment page.