Head Start

Subpart A—General

Sec.
1308.1 Purpose.
1308.2 Scope.
1308.3 Definitions.

Subpart B—Disabilities Service Plan

1308.4 Purpose and scope of disabilities service plan.

Subpart C—Social Services Performance Standards

1308.5 Recruitment and enrollment of children with disabilities.

Subpart D—Health Services Performance Standards

1308.6 Assessment of children.
1308.7 Eligibility criteria: Health impairment.
1308.8 Eligibility criteria: Emotional/behavioral disorders.
1308.9 Eligibility criteria: Speech or language impairments.
1308.10 Eligibility criteria: Mental retardation.
1308.11 Eligibility criteria: Hearing impairment including deafness.
1308.12 Eligibility criteria: Orthopedic impairment.
1308.13 Eligibility criteria: Visual impairment including blindness.
1308.14 Eligibility criteria: Learning disabilities.
1308.15 Eligibility criteria: Autism.
1308.16 Eligibility criteria: Traumatic brain injury.
1308.17 Eligibility criteria: Other impairments.
1308.18 Disabilities/health services coordination.

Subpart E—Education Services Performance Standards

1308.19 Developing individualized education programs (IEPs).

Subpart F—Nutrition Performance Standards

1308.20 Nutrition services.

Subpart G—Parent Involvement Performance Standards

1308.21 Parent participation and transition of children into Head Start and from Head Start to public school.

APPENDIX TO PART 1308—HEAD START PROGRAM PERFORMANCE STANDARDS ON SERVICES TO CHILDREN WITH DISABILITIES

AUTHORITY: 42 U.S.C. 9801 et seq.

SOURCE: 58 FR 5501, Jan. 21, 1993, unless otherwise noted.

(a) A child is classified as mentally retarded who exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning. Adaptive behavior refers to age-appropriate coping with the demands of the environment through independent skills in self-care, communication and play.

(b) Measurement of adaptive behavior must reflect objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom.

(c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgement are to be used instead.

(d) Determination that a child is mentally retarded is never to be made on the basis of any one test alone.