The Idaho Special Education Manual defines significant cognitive impairment as “[a] designation given to a small number of students with disabilities for the purposes of their participation in AAs. Having a significant cognitive impairment is not solely determined by an IQ test score, nor based on a specific disability category, but rather a complete understanding of the complex needs of a student. Students with significant cognitive impairments have a disability or multiple disabilities that significantly impact their adaptive skills and intellectual functioning. These students have adaptive skills well below average in two or more skill areas and intellectual functioning well below average (typically associated with an IQ below 55)” (2018 Idaho Special Education Manual, p. xiii).
Students with the most significant cognitive impairments/disabilities represent about 1% of the total student population, but their needs can be as diverse as the rest of the student population combined. Having a disability category of autism, intellectual disability, or multiple disabilities does not automatically mean students have significant cognitive disabilities (SCD), but students with the most SCD most often come from these disability categories. This topic page is dedicated to three main facets of teaching and supporting students with the most SCD: Instructional Resources, Idaho Alternate Assessment (IDAA) Test Administration, and IDAA Participation Support and Monitoring.
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Idaho State Department of Education 650 W. State Street PO Box 83720 Boise, ID 83720-0027
Idaho State Department of Education