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Eligibility Suite

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Specific Learning Disability (SLD)

Includes dyslexia, dysgraphia, and dyscalculia

Cognitive Academic

Core Criteria

Disorder in one or more basic psychological processes involved in understanding or using language, spoken or written
Demonstrated through significant academic underachievement or significant discrepancy between intellectual ability and achievement in one or more areas: oral expression, listening comprehension, written expression, basic reading skill, reading fluency, reading comprehension, math calculation, math problem solving
Adverse educational impact on academic performance

Identification Approaches (Texas allows both)

Ability–achievement discrepancy model (typically ≥1.5–2 SD gap)
Response to Intervention / Multi-Tiered Support System (MTSS) data showing inadequate progress despite high-quality instruction
Pattern of strengths and weaknesses (PSW) in academic and cognitive functioning

Exclusionary Factors

Primarily caused by visual, hearing, or motor disability
Primarily caused by intellectual disability
Primarily caused by emotional disturbance
Primarily caused by cultural factors, environmental/economic disadvantage, or limited English proficiency

Instruments WJ-V COG WJ-V ACH WISC-V WIAT-IV KTEA-3 CTOPP-2 TOC

Dyslexia

SLD sub-type · Texas Dyslexia Handbook criteria

SLD Sub-type

Note: Dyslexia is identified under SLD in Texas. TEA requires districts to use the criteria and procedures in the Texas Dyslexia Handbook.

Characteristics

Difficulty with accurate and/or fluent word recognition
Poor decoding and/or spelling abilities
Deficits in phonological awareness, phonological memory, and/or rapid naming
Difficulties that are unexpected relative to other cognitive abilities
Secondary consequences may include problems in reading comprehension and reduced reading experience

Texas-Specific Requirements

Assessment must include measures of phonological awareness, phonological memory, rapid naming, and word reading/decoding
Must review universal screening and progress monitoring data
Campus dyslexia team (504 or ARD) determines identification

Instruments CTOPP-2 TOC WJ-V ACH WIAT-IV KTEA-3 WJ-V COG

Intellectual Disability (ID)

Formerly: Mental Retardation

Cognitive Adaptive

Core Criteria (all three required)

Significantly subaverage intellectual functioning: generally IQ ≤ 70 (approximately 2 SD below mean), considering measurement error (±5 pts)
Significant limitations in adaptive behavior in at least two of: communication, self-care, home living, social skills, community use, self-direction, health/safety, functional academics, leisure, work
Manifests during the developmental period (before age 18)

Severity Levels

Mild ID: IQ ~55–70; most students in SPED with ID
Moderate ID: IQ ~40–55
Severe/Profound: IQ below 40

Caution: Do not identify ID based on IQ alone. Adaptive behavior data is essential. Consider cultural/linguistic factors in score interpretation.

Instruments WISC-V WJ-V COG ABAS-3 Vineland-3 WJ-V ACH

Other Health Impairment (OHI)

Includes ADHD, diabetes, asthma, and other chronic conditions

Health ADHD

Core Criteria

Having limited strength, vitality, or alertness (including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment)
Due to chronic or acute health problems such as: ADHD, asthma, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome
Adversely affects educational performance

ADHD-Specific Considerations

DSM-5 diagnosis (physician or licensed diagnostician) typically required
Symptoms present in two or more settings
Onset before age 12; present ≥6 months
Medical documentation should accompany eligibility packet

Instruments Conners-3 BASC-3 BRIEF-2 Classroom Obs. Medical Eval.

Autism Spectrum Disorder (ASD)

Social-communication and restricted/repetitive behaviors

Communication Behavioral

Core Criteria (both required)

Persistent deficits in social communication and social interaction across multiple contexts (social-emotional reciprocity, nonverbal communication, developing/maintaining relationships)
Restricted, repetitive patterns of behavior, interests, or activities (stereotyped/repetitive motor movements, insistence on sameness, restricted interests, sensory hyper/hypo-reactivity)
Symptoms present in early developmental period
Adversely affects educational performance

Assessment Areas

Social communication and pragmatic language
Adaptive behavior across home and school settings
Sensory processing profile
Cognitive functioning (to rule out ID as primary)

Instruments ADOS-2 CARS-2 BASC-3 Vineland-3 ABAS-3 WISC-V

Emotional Disturbance (ED)

Long-standing behavioral/emotional condition affecting learning

Behavioral

Criteria — One or more, over a long period, to a marked degree

Inability to learn that cannot be explained by intellectual, sensory, or health factors
Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
General pervasive mood of unhappiness or depression
Tendency to develop physical symptoms or fears associated with personal or school problems

Includes / Excludes

Includes schizophrenia
Does NOT apply to students who are socially maladjusted unless they also meet the above criteria

Instruments BASC-3 Conners-3 CDI-2 RCMAS-2 Classroom Obs.

Speech or Language Impairment (SLI)

Articulation, fluency, voice, or language disorders

Communication

Types of Impairment

Stuttering — disruption in fluency including repetitions, prolongations, or blocks
Articulation disorder — difficulty producing speech sounds correctly
Voice disorder — abnormality in pitch, loudness, resonance, or quality
Language disorder — impaired comprehension and/or expression; may include phonological, morphological, syntactic, semantic, or pragmatic deficits

Additional Requirements

Must adversely affect educational performance
For language disorders: standardized scores typically ≥1.5 SD below mean
Rule out hearing impairment as primary cause
Consider bilingual/multilingual background in assessment

Instruments CELF-5 GFTA-3 CTOPP-2 EVT-3 PPVT-5

Traumatic Brain Injury (TBI)

Acquired injury to brain from external physical force

Cognitive

Core Criteria

Acquired injury to the brain caused by an external physical force
Results in total or partial functional disability or psychosocial impairment, or both
Adversely affects educational performance
Applies to open or closed head injuries

Affected Areas May Include

Cognition, language, memory, attention, reasoning, abstract thinking
Judgment, problem-solving, sensory/perceptual/motor abilities
Psychosocial behavior, physical functions, information processing, and speech

Exclusions

Does NOT apply to congenital or degenerative brain injuries
Does NOT apply to brain injuries induced by birth trauma

Instruments WISC-V WJ-V COG BASC-3 Medical Records

Visual Impairment (VI)

Including blindness

Sensory

Core Criteria

Impairment in vision that, even with correction, adversely affects educational performance
Includes both partial sight and blindness
Low vision: best corrected visual acuity of 20/70–20/200 in better eye
Blindness: visual acuity of 20/200 or worse in better eye, or visual field ≤20 degrees

Assessment Considerations

Ophthalmological or optometric report required
Functional vision assessment by TVI (Teacher of VI)
Learning media assessment (print vs. Braille needs)

Required Eye Exam Report Functional Vision Eval. TVI Assessment

Hearing Impairment / Deafness

Permanent or fluctuating hearing loss

Sensory

Criteria

Hearing impairment whether permanent or fluctuating, that adversely affects educational performance
Deafness: hearing loss so severe that processing linguistic information through hearing, with or without amplification, is not possible
Hard of Hearing: impairment less severe than deafness, but still adversely affects educational performance

Documentation Required

Audiological evaluation by licensed audiologist
Pure tone audiogram with speech reception threshold
Hearing aid/cochlear implant documentation if applicable

Required Audiological Eval. Audiogram Speech-Language Eval.

Developmental Delay (DD)

Ages 3–9 only · Temporary eligibility category

Ages 3–9

Important: DD is a temporary category. By age 9 (or sooner), the team must re-evaluate and determine if the student meets criteria for a specific disability category, or exit services.

Core Criteria

Child ages 3–9 experiencing developmental delays
Delay of 2.0 SD or more below the mean in one developmental area, OR 1.5 SD or more below the mean in two or more developmental areas
Developmental areas: physical, cognitive, communication, social-emotional, adaptive
Adversely affects educational performance

Instruments Bayley-4 ABAS-3 Vineland-3 BASC-3 PLS-5

Multiple Disabilities

Concomitant impairments causing severe educational needs

Multiple

Core Criteria

Concomitant impairments (e.g., intellectual disability + orthopedic impairment) whose combination causes educational needs so severe they cannot be accommodated in a program for only one disability
Does NOT include deaf-blindness (separate category)

Common Combinations

Intellectual disability + physical/orthopedic impairment
Intellectual disability + autism (if not better described by autism alone)
Cognitive + sensory impairments

Instruments Per each disability ABAS-3 Vineland-3

Eligibility

Eligibility Decision Support

Structured checklists and clinical frameworks for SLD (PSW/RTI/C-SEP), Intellectual Disability, OHI/ADHD, and collaborative eligibility categories. Professional judgment required — this tool supports team decision-making, not substitute for it.

Intellectual Disability — TAC §89.1040(c)(5)

ID requires three concurrent criteria: (1) significantly below-average intellectual functioning, (2) significant deficits in adaptive behavior, and (3) adverse educational impact. Both cognitive AND adaptive behavior must be documented — adaptive behavior is not optional. The diagnostician administers the cognitive and adaptive behavior measures; the full team makes the eligibility determination.

Criterion 1 — Intellectual Functioning

🧠 Significantly Below-Average Intellectual Functioning

Score	Battery	Threshold for ID Consideration
GIA (General Intellectual Ability)	WJ-V COG	SS ≤ 70 (approximately 2 SD below mean)
FSIQ (Full Scale IQ)	WISC-V	SS ≤ 70
MPI (Mental Processing Index)	KABC-II	SS ≤ 70
FCI (Fluid-Crystallized Index)	KABC-II	SS ≤ 70 (use MPI for bilingual students — reduced Gc loading)
NVI (Nonverbal Index)	KABC-II	Consider for students with significant language differences — interpret with caution

⚠️ Texas does not use a strict ≤70 cutoff as the sole criterion. The score must be interpreted in context — measurement error (SEM), confidence intervals, and clinical observations all inform the determination. A FSIQ of 71–75 with significant adaptive deficits and functional impairment may still qualify; a FSIQ of 65 without adaptive deficits does not.

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Cognitive Criteria Checklist

Global composite (GIA / FSIQ / MPI) is SS ≤ 70 or within the range with SEM considered

Score reflects a global, consistent pattern of low performance — not a specific processing weakness with strengths elsewhere

Results are considered valid and representative — behavioral observations support test validity; effort and engagement were adequate

Bilingual/EB considerations addressed — KABC-II MPI or NVI used if significant language difference is a factor

Scores have been reviewed in the context of prior evaluation data — consistent low pattern over time, not a sudden drop

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Criterion 2 — Adaptive Behavior

ABAS-3 or comparable measure — REQUIRED

ABAS-3 (or equivalent) administered with both Parent and Teacher informants

GAC (General Adaptive Composite) is SS ≤ 70 on at least one informant form

Deficits are present across at least two adaptive skill areas (Conceptual, Social, Practical)

Adaptive deficits are consistent across settings — home and school informants both reflect concern

Adaptive deficits are not better explained by environmental deprivation or lack of opportunity

ABAS-3 Domain	Threshold
GAC (General Adaptive Composite)	SS ≤ 70 — primary indicator
Conceptual (Con)	SS ≤ 70 — language, academics, self-direction
Social (Soc)	SS ≤ 70 — leisure, social interaction
Practical (Prac)	SS ≤ 70 — self-care, home/school living, safety

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Criterion 3 — Adverse Educational Impact

Intellectual and adaptive deficits adversely affect educational performance across academic and functional domains

Functional/academic impact is documented with grades, teacher reports, classroom observations, and CBM data

Student requires significantly modified curriculum and instruction — not simply accommodations to grade-level content

⚠️ Do NOT identify ID based on cognitive scores alone. Both cognitive AND adaptive behavior criteria must be met concurrently. A student with low cognitive scores but average adaptive behavior does NOT meet ID criteria.

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ID Exclusionary & Differentiation

Rule out / differentiate from:

SLD: SLD shows a specific processing weakness with intact strengths; ID shows a global, pervasive low pattern across all cognitive areas

Language difference (bilingual/EB): language-mediated tasks may be suppressed; use KABC-II MPI/NVI or nonverbal measures to isolate language from reasoning

Developmental delay (younger students): distinguish from ID — younger students may not yet meet the pervasiveness and consistency threshold

Validity concerns: low motivation, emotional factors, or health issues on testing day may suppress scores — document behavioral observations and consider retesting if warranted

Other Health Impairment / ADHD — TAC §89.1040(c)(7)

OHI means having limited strength, vitality, or alertness — including a heightened alertness to environmental stimuli — that results in limited alertness with respect to the educational environment. ADHD is the most common condition qualifying under OHI in school settings. The diagnostician's role is to document the educational impact through behavioral rating scales and evaluation data; a physician provides the medical documentation of the health condition.

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Medical Documentation

Must be provided by a licensed physician

Written medical statement from a licensed physician documenting ADHD (or other health condition)

Medical documentation specifies the type of ADHD (Predominantly Inattentive, Predominantly Hyperactive-Impulsive, or Combined Presentation)

Diagnosis was made based on DSM-5 criteria — symptoms present in multiple settings, onset before age 12, duration ≥ 6 months

⚠️ Educational eligibility under OHI does NOT require ADHD medication. The health condition must affect educational performance — medical management status is separate from eligibility determination.

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Behavioral Rating Scale Data

Conners-4 — cross-informant pattern is critical

Conners-4 administered with Parent, Teacher, and Self-Report (SR for students 8+) informants

ADHD Inattention, Hyperactivity, or combined scales elevated (T ≥ 65 Elevated; T ≥ 70 Very Elevated) on at least one informant

Cross-informant pattern analyzed and documented — consistent vs. discrepant findings across raters

Emotional Dysregulation, Executive Functioning, and School Problems scales reviewed for educational impact specificity

Conners-4 T-Score	Classification
T ≥ 70	Very Elevated — clinically significant concern
T 65–69	Elevated — significant concern
T 60–64	High Average — above average, monitor
T 40–59	Average range
T < 40	Low — below average (fewer concerns reported)

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"Limited Alertness" Standard

The educational threshold for OHI

Document "limited alertness" in the educational environment

Attention difficulties result in reduced time on task, missed instruction, or incomplete work in the classroom

Difficulties are pervasive across academic settings and tasks — not limited to one subject, teacher, or context

Behavioral observations during evaluation note attention, impulsivity, or activity level concerns consistent with rating scale data

Classroom data (grades, CBM, teacher records) document inconsistent performance, incomplete assignments, or academic underachievement tied to attention

The attention difficulties are not better explained by anxiety, trauma, or another primary disability that is the actual driver of inattention

OHI eligibility requires the health condition to adversely affect educational performance — a medical ADHD diagnosis alone is not sufficient. The team must document the educational impact.

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Adverse Educational Impact

Academic performance (grades, CBMs) is below expected level given cognitive ability — unexplained by instruction quality

Teacher reports and observations document functional impairment in the classroom — not just a high activity level or personality trait

Student requires specially designed instruction or supports beyond typical accommodations to access the curriculum

ADHD/OHI + co-occurring SLD considered: if both processing deficits AND attention concerns are present, evaluate for dual eligibility (OHI + SLD)

If ADHD is documented but academic performance and functional impairment are within normal limits — student may qualify for a 504 plan rather than special education under OHI. Document the team's reasoning either way.

Collaborative Eligibility Categories

For these categories, the eligibility determination belongs to the multidisciplinary team — the diagnostician contributes cognitive and achievement data, documents educational impact, and collaborates with the specialist who owns the primary evaluation (LSSP, SLP, VI specialist, audiologist, etc.). Each card below summarizes the diagnostician's role and what data to bring to the team.

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Emotional Disability (ED)

TAC §89.1040(c)(2)

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Primary evaluator: LSSP (psychological evaluation) in most districts. Some districts assign the diagnostician depending on local practice. Always clarify team roles at the onset of referral.

What the Diagnostician Brings Cognitive assessment data (processing profile, ruling out ID), academic achievement documentation, CBM and classroom performance data, behavioral rating scales (Conners-4) documenting cross-setting emotional/behavioral concerns. Key ED/SLD Differentiation Question Is the emotional disability the primary cause of academic difficulty — or is there an independent SLD present? See the ED/SLD Differentiation tab in the Behavior & FBA Reference. Document which pattern applies: ED exclusionary, ED contributing, or concurrent ED+SLD. Texas ED Criteria (5 characteristics — must show ≥1) Inability to learn not explained by intellectual/sensory/health factors; inability to build/maintain satisfactory relationships with peers and teachers; inappropriate behavior or feelings under normal circumstances; pervasive unhappiness or depression; tendency to develop physical symptoms or fears associated with school. Must be present over a long period of time, to a marked degree, and adversely affect educational performance.

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Autism (AU)

TAC §89.1040(c)(1)

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Primary evaluator: LSSP (psychological evaluation including autism-specific instruments — ADOS-2, ADI-R, GARS). SLP often involved for communication assessment.

What the Diagnostician Brings Cognitive assessment (WJ-V COG, WISC-V, or KABC-II — important for identifying uneven cognitive profiles common in AU), academic achievement across all domains, adaptive behavior (ABAS-3), and classroom observation of communication, social engagement, and behavioral flexibility. Key Considerations AU + SLD co-occurrence is common — a student with autism may also have processing deficits in phonological awareness, working memory, or written expression that warrant SLD identification. Document the independent processing/achievement data to support or rule out co-occurring SLD.

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Speech/Language Impairment (SI)

TAC §89.1040(c)(11)

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Primary evaluator: Speech-Language Pathologist (SLP). SLP conducts and owns the speech/language evaluation and eligibility determination.

What the Diagnostician Brings Oral language scores from achievement batteries (WJ-V Oral Language cluster, WIAT-IV Oral Language, KTEA-3 Oral Language) provide context for academic impact; cognitive data contextualizes the language findings. Diagnostician does not conduct the speech/language evaluation — shares relevant data with the SLP. Key Consideration Distinguish SI from SLD — Oral Expression and Listening Comprehension are SLD academic areas, but a student with primary speech/language impairment may qualify under SI rather than (or in addition to) SLD. Coordinate with SLP to avoid duplication and ensure the right eligibility category is applied.

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Visual Impairment (VI)

TAC §89.1040(c)(13)

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Primary evaluator: Licensed VI specialist / Teacher of the Visually Impaired (TVI). Clinical vision evaluation by licensed eye care professional required.

What the Diagnostician Brings Cognitive data using measures not dependent on visual acuity (verbal subtests, auditory processing measures); academic achievement with testing accommodations as appropriate. Screen documentation — verify vision was screened and results are on record. VI is an exclusionary factor for SLD — document that visual impairment has been ruled out or appropriately accounted for before SLD identification.

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Hearing Impairment (HI)

TAC §89.1040(c)(4)

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Primary evaluator: Licensed Audiologist for hearing evaluation; Teacher of the Deaf/Hard of Hearing (TDHH) for educational assessment.

What the Diagnostician Brings Cognitive data adapted for hearing status (nonverbal measures preferred if appropriate — KABC-II NVI, visual-spatial tasks); academic achievement documentation. Screen documentation is critical — hearing screening results must be on record. HI is an exclusionary factor for SLD — confirm and document hearing has been screened prior to SLD identification.

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Orthopedic Impairment (OI)

TAC §89.1040(c)(8)

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Primary evaluator: Multidisciplinary team including OT/PT and physician. Medical documentation of the orthopedic condition required.

What the Diagnostician Brings Academic achievement data with appropriate accommodations for motor limitations (oral responses, scribe, extended time); cognitive assessment adapted as needed. Document how the orthopedic condition specifically impacts educational access and output — particularly writing and graphomotor tasks.

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Traumatic Brain Injury (TBI)

TAC §89.1040(c)(12)

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Primary evaluator: LSSP / neuropsychologist, in coordination with medical documentation. Requires documented acquired brain injury from external physical force.

What the Diagnostician Brings Comprehensive cognitive and academic assessment to document post-injury functioning; comparison to any pre-injury data if available. Processing speed, working memory, and executive functioning are commonly affected areas after TBI. Document the profile carefully — TBI profiles are often uneven and may improve over time.

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Multiple Disabilities (MD)

TAC §89.1040(c)(6)

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Primary evaluator: Full multidisciplinary team — multiple specialists typically involved depending on the combination of disabilities.

What the Diagnostician Brings Cognitive and academic data adapted for the student's multiple needs; adaptive behavior (ABAS-3). Multiple Disabilities requires that the combination of impairments causes such severe educational needs that the student cannot be accommodated in programs for a single disability. The diagnostician contributes the intellectual functioning and academic achievement components of that documentation.

Professional Judgment Required — Tools and references on this hub are clinical aids, not substitutes for professional judgment or assessment manuals. Always refer to the administration and technical manuals for each instrument. Eligibility decisions must be made by a qualified multidisciplinary team in accordance with IDEA, Texas TAC §89.1040, and district policy. Barber Sped Hub is an internal diagnostic reference developed for Barber Sped Hub diagnosticians and is not intended as legal, psychological, or medical advice.

Select a Disability Category

Choose the category you are evaluating. Each flowchart walks through required criteria under Texas TAC §89.1040, exclusionary factors, and documentation checkpoints. This tool guides your thinking — it does not replace professional judgment or ARD committee decision-making.