Promoting Student Health For Student Success


Health Resources related to the Determination of Eligibility

Minnesota Department of Education; link to information on each Special Education category-

Autism Spectrum Disorder

Eligibility Criteria from the Minnesota Department of Education:
The team must document that the pupil demonstrates patterns of behavior described in at least two of the three subitems, one of which must be subitem (1).

1. Qualitative impairment of social interaction, as documented by two or more behavioral indicators, for example:
• limited joint attention and limited use of facial expressions towards others
• does not show or bring things to others to indicate interest in the activity
• demonstrates difficulty relating to people, objects, and events
• gross impairment in ability to make and keep friends
• significant vulnerability and safety issues due to social naiveté
• may appear to prefer isolated or solitary activities
• misinterprets others' behaviors and social cues


2. Qualitative impairment in communication, as documented by one or more behavioral indicators, for example:
• not using finger to point or request
• using other's hand or body as a tool
• showing lack of spontaneous imitations or lack of varied imaginative play
• absence or delay of spoken language
• limited understanding and use of nonverbal communication skills such as gestures, facial expressions, or voice tone
• odd production of speech, including intonation, volume, rhythm, or rate
• repetitive or idiosyncratic language
• inability to initiate or maintain conversation when speech is present


3. Restricted, repetitive, or stereotyped patterns of behavior, interests, and activities as documented by one or more behavioral indicators, for example:
• insistence on following routines or rituals
• demonstrating distress or resistance to change in activity
• repetitive hand or finger mannerism
• lack of true imaginative play versus reenactment
• overreaction or under-reaction to sensory stimuli
• rigid or rule-bound thinking
• intense, focused peoccupation with a limited range of play, interests, or conversation topics
Resources For More Information: Autism Society of Minnesota, Minnesota Department of Education, Minnesota Department of Health, Centers for Disease Control, Children’s Hospitals and Clinics of Minnesota, Fraser Center, Minnesota Autism Center
Deaf Blind


Definition and Criteria from Minnesota Rules - Department of Education

Minnesota Deaf Blind Project
The Minnesota Deaf Blind Project provides technical assistance which supports Minnesota children and youth, birth to 21 years, who have BOTH a vision and hearing impairment. These services are in addition to those provided by schools, and other state and local agencies.

National Center for Deaf Blindness
Modules for teaching staff and paraprofessionals about deaf blindness and the challenges in understanding physical needs.

Open Hands, Open Access: Deaf-Blind Intervener Learning Modules
The Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules are a national resource designed to increase awareness, knowledge, and skills related to intervention for students (ages 3 through 21) who are deaf-blind and being served in educational settings.

Genetics and Rare Disorder Site
Lay advocacy and support groups, information on genetic conditions /birth defects for professionals, educators, and individuals.

Deaf Hard of Hearing

MN Administrative Rules, DHH:

Minnesota Department of Health (MDH)
The Minnesota Department of Health (MDH) Hearing Screening Training program provides screeners with the necessary skills to identify children in need of further diagnosis and treatment.

Hearing and Vision: Quick Reference

Hearing Screening Worksheet

Minnesota Department of Education: The Minnesota Resource Center: Deaf/Hard of Hearing
A statewide resource center providing information and resources to help families and educators meet the educational needs of Minnesota children and youth who have a hearing loss.

Developmental Delay

A child up to age seven who is experiencing a measurable delay in development according to diagnostic instruments and procedures fits the Developmental Delay (DD) disability category.

MN Administrative Rules for DD: Birth-2 years:

MN Administrative Rules for DD: 3-6 years:

From The Minnesota Department of Education:

Early Learning Services:
Offers information and resources on DD through its Help Me Grow programs. For information on infant and toddler intervention services, preschool special education or information and referral through Help Me Grow: or call toll-free 1-866-693-4769.

High Probability Conditions:
Certain diagnosed conditions result in automatic eligibility for Infant and Toddler Intervention services. “High probability” or “established condition” means current research findings indicate that at least 50% of children with a given diagnosed condition will experience a developmental delay in one or more areas of development by the time they enter kindergarten.
Some established conditions specific to Minnesota include:
• Very low birth weight infants born at less than 1500 grams (considered up to 2 years of age)
• Elevated blood lead level of greater than or equal to 45 µg/dL
• Axis I conditions from the Diagnostic Classifications 0–3 Revised (DC: 0-3R)
• Hearing loss
• Some conditions listed in the Early Intervention Colorado database:

Emotional Behavioral Disorder

Information from the Minnesota Department of Education:

Eligibility under the special education category of Emotional Behavioral Disorder requires that the team establish that the student demonstrates-

Significantly Different Behaviors

The student must exhibit withdrawn or anxious behaviors, pervasive unhappiness, depression, severe problems with mood or feelings of self-worth as defined by behaviors, such as:

• isolating self from peers
• overly perfectionistic
• displaying intense fears or school refusal
• failing to express emotion
• displaying pervasive sad disposition
• changes in eating or sleeping patterns
• developing physical symptoms related to worry or stress


The student must exhibit disordered thought processes manifested by unusual behavior patterns, atypical communication styles or distorted interpersonal relationships, such as:

• reality distortion beyond normal developmental fantasy and play or talk
• inappropriate laughter, crying, sounds, or language
• self-mutilation
• developmentally inappropriate sexual acting out or developmentally inappropriate self-stimulation
• rigid, ritualistic patterning
• perseveration or obsession with specific objects
• overly affectionate behavior towards unfamiliar persons
• hallucinating or delusions of grandeur


The student must exhibit aggressive, hyperactive, or impulsive behaviors that are developmentally inappropriate, such as:

• physically or verbally abusive behaviors
• impulsive or violent, destructive, or intimidating behavior
• behaviors that are threatening to others or excessively antagonistic
The student’s pattern of emotional or behavioral responses must adversely affect education performance and result in at least ONE of the following:
• Inability to demonstrate satisfactory social competence that is significantly different from appropriate age, cultural or ethnic norms;
o Know the norms
• A pattern of unsatisfactory educational progress that is not primarily a result of intellectual, sensory, physical health, cultural or linguistic factors; illegal chemical use; autism spectrum disorders; or inconsistent educational programming.

Documentation of prior interventions and the evaluation data for K-12 students must establish significant impairments in at least ONE of the following areas:

• intrapersonal
• academic
• vocational
• social skills

The impaired area identified above must meet ALL of the following criteria:

• Severely interferes with the pupil’s or other students’ educational performance
• Is consistently exhibited by occurrences in at least three different settings:
o two educational settings, one of which is the classroom
o a setting in either home, child care, or community
• Has been occurring throughout a minimum of six months
• Results from the well-documented, sudden onset of a serious mental health disorder diagnosed by a licensed mental health professional
o Head injury
o Onset of Mental Illness
o Chemical Health

Additional Requirements for Pre-Kindergarten age students:

Evaluation data must establish and define developmentally significant impairments in at least ONE of the following areas for pre-kindergarten students:
• self-care
• social relations
• social or emotional growth
• exhibited in at least one setting (home, childcare, or in the community)
• has been occurring throughout a minimum of six months,

• OR results from the well-documented, sudden onset of a serious mental health disorder diagnosed by a licensed mental health professional

Possible Health-Related Evaluation Requirements

• Self-report scales
o Depression screening, ADHD checklist
• Parent and Student Interviews
• Diagnostic assessment and mental health evaluation reviews
o From clinic or therapist
• environmental, socio-cultural and ethnic information reviews
o Consider other possible factors influencing behavior
• Gross and fine motor and sensory motor measures
o OT, PT, Phys Ed, DAPE, Nurse
• Chemical health assessments

Some Conditions Served under EBD: ADHD, Adjustment Disorders, Anxiety Disorders, Depressive Disorders, OCD, ODD, PTSD, Selective Mutism, Schizophrenia, Tourette Syndrome, Conduct Disorders, Bipolar Disorder, ASD, FASD, Suicidality, Eating Disorders

Resources for More Information: National Alliance for Mental Illness, National Institute for Mental Health, PACER of Minnesota, Mayo Clinic

Other Health Disability

Minnesota Department of Education:

Current OHD information, guidelines and requirements:

Statewide Other Health Disabilities (OHD) Specialist:
Deb Williamson, 612-638-1532, This email address is being protected from spambots. You need JavaScript enabled to view it.

The determination of eligibility under ODH requires documentation from a licensed heath care provider. From the MDE website-

Minnesota Statutes, section 125A.08 was amended in 2016 to expand the spectrum of licensed medical providers who could provide written documentation of a student’s medically diagnosed chronic or acute health condition required for potential eligibility under the Other Health Disabilities category. Professionals now include licensed health care providers whose scope of practice includes diagnosing patients. Two examples include advanced practice registered nurses (APRNs) and physician assistants (PAs). When considering other health care providers, districts should inquire whether the provider’s professional scope of practice includes the ability to provide documentation of a medically diagnosed chronic or acute health condition.

Examples of Conditions Served Under OHD: ADHD, Cancers, Sickle Cell Disorder, Seizure Disorders, Cystic Fibrosis, Immune Disorders, Arthritis, Neurofibromatosis

Resources for Physically Impaired

Minnesota Department of Education:

Students determined to be Physically Impaired (PI) have medically diagnosed, chronic, physical impairment, either congenital or acquired, that may adversely affect physical or academic functioning and result in the need for special education and related services. Examples of diagnoses that may meet these criteria are cerebral palsy, spina bifida, muscular dystrophy, spinal cord injury, otegenesis imperfecta and arthrogryposis. Find Minnesota Rule language regarding physical impairments under offsite resources.

Traumatic Brain Injury

Minnesota Department of Education:

Statewide Traumatic Brain Injury (TBI) specialist:

Kelly Bredeken, 612-638-1506, This email address is being protected from spambots. You need JavaScript enabled to view it.

TBI information and resources from the CDC:


The Traumatic Brain Injury Center at Hennepin County Medical Center has launched a brain injury awareness and prevention program titled This website will teach visitors about brain function, give prevention tips and link them to and other websites for more information about brain injury. The highlight of the website however, is the ability to "build your own brain". As you learn about the different lobes of the brain, you can drag in pictures that represent the function of the lobe and that symbolize what you as an individual like to do. You can then print your own brain, email it to a friend or post it on the website gallery. While anyone can build their own brain, we find that ages 8 and up (or any age familiar with how a computer works) enjoy this interactive site.