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Lots of kids have IEP's what does that have to do with anything?Apply for Disability Benefits - Child (Under Age 18)
All the children need is to be from a family of low income and have an IEP (Individual Educational Plan)
Definition of Disability for Children
Under the law, a child is considered disabled for SSI purposes if:
What is a medically determinable physical or mental impairment?
- he or she has a medically determinable physical or mental impairment (or combination of impairments); and
- the impairment(s) results in marked and severe functional limitations; and
- the impairment(s) has lasted (or is expected to last) for at least one year or to result in death.
To meet the statutory definition, a child's impairment(s) must result from anatomical, physiological, or psychological abnormalities that are demonstrable by medically acceptable clinical and laboratory diagnostic techniques. The impairment(s) must be established by medical evidence consisting of symptoms, signs, and laboratory findings, not only by a statement of symptoms.
We need evidence from acceptable medical sources to establish whether a child has a medically determinable impairment(s). Acceptable medical sources are:
Once we have established the existence of an impairment(s), we may also use evidence from other medical and non-medical sources to show the severity of the impairment(s) and how it affects the child's functioning. Other medical sources not listed above include, for example, physicians’ assistants, nurse practitioners, audiologists, and licensed clinical social workers. Non-medical sources include, for example, schools, public and private social welfare agencies, parents, guardians and other care givers. Educators and other school professionals (counselors, nurses, early intervention team members), in particular, can provide the specific, reliable information we need about how the child has functioned in school over the last 12 months. This information gives us an insight into the child's day-to-day functioning, which is very important in determining childhood disability.
- licensed physicians (medical or osteopathic);
- licensed or certified psychologists (includes school psychologists, for purposes of establishing mental retardation/learning disorder/borderline intellectual functioning);
- licensed optometrists (for the measurement of visual fields or acuity);
- licensed podiatrists (for purposes of establishing impairments of the foot, or foot and ankle, depending on the State);
- qualified speech-language pathologists (for purposes of establishing speech or language impairments ); and
- other individuals authorized to send us copies or summaries of the medical records from a hospital, clinic, or other health care facility.
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Role of the School Professional
School records and appropriate educational personnel are two of the best sources of evidence about how a school-age child is functioning.
DDSs ask school administrators to ensure that appropriate points of contact with schools and with school personnel are set up year round. This is vitally important to ensure timely disability determinations for children throughout the year, especially during the summer.
In general, we ask schools to provide the following:
- Copies of a child's school records, including records of:
- Academic performance, psychological evaluation, attendance and behavior;
- Standardized and other specialized testing;
- School-based therapeutic interventions (e.g., speech and language therapy) and the use of other special
services, including placement in special education classes or other specially adapted settings;
- Individualized education programs (IEP); and
- Other periodic assessments of the child; e.g., comprehensive triennial assessments.
Description of Other Information We Need from Teachers and
- Assessments by teachers and other qualified personnel about the child's activities and functioning; that is:
- what the child can and cannot do, or is limited in doing. We use a federally approved form, the Teacher Questionnaire (SSA-5665), to request information from teachers.
Other Educational Personnel
To fully document a child’s case, we need information from sources who know the child well and are familiar with how the child functions from day-to-day in all settings ,at school, at home, or in the community. The information you provide about a child's day-to-day functioning in school will help us to determine the effects of a physical or mental impairment(s) on the child’s ability to function in age-appropriate activities compared to that of other children the same age who do not have impairments. We need this information from you even if the child has been (or was) in your class for only a short time. Your information is not the only information we will consider when we determine whether the child qualifies for SSI, but it is very important to us.
SSA considers all of the mental and physical limitations resulting from a child's impairment(s). We address those limitations in terms of the following broad domains of functioning:
Acquiring and Using Information
We consider how well a child:
Learning and thinking begin at birth. A child learns as he/she explores the world through sight, sound, taste, touch, and smell. As a child plays, he/she acquires concepts and learns that people, things, and activities have names. This lets the child understand symbols, which prepares him/her to use language for learning. Using the concepts and symbols acquired through play and learning experiences, a child should be able to learn to read, write, do arithmetic, and understand and use new information.
- learns or acquires information, and
- uses the information he/she has learned.
Thinking is the application or use of information a child has learned. It involves being able to perceive relationships, reason, and make logical choices. People think in different ways. When a child thinks in pictures, he/she may solve a problem by watching and imitating what another person does. When a child thinks in words, he/she may solve a problem by using language to talk his/her way through it. A child must also be able to use language to think about the world and to understand others and express him or herself; e.g., to follow directions, ask for information, or explain something.
Childhood Disability-SSI Program: Guide for School Professionals