Exclusionary Factors are potential primary and contributory causes of academic skill weaknesses or deficits that are largely external to the individual, noncognitive in nature, or the result of a condition other than SLD (Flanagan, Ortiz, & Alfonso, 2013).
fourth in a series, addresses exclusionary factors. This criterion requires evidence that the student’s learning difficulties are not primarily the result of: Visual, hearing or motor disability; Intellectual disability; Emotional disturbance; Cultural factors; Environmental or economic influences; and/or
Exclusionary Factors are potential primary and contributory causes of academic skill weaknesses or deficits that are largely external to the individual, noncognitive in nature, or the result of a condition other than SLD (Flanagan, Ortiz, & Alfonso, 2013).
Exclusionary Factors Checklist-Revised Exclusionary Factor Questions to Consider Y/N Primary Cause of Academic Difficulty? VISION Has the student had a history of difficulties with vision? Does the student wear glasses?
7. Exclusionary Factors - Georgia Online IEP
There are many exclusionary factors that must be considered for each disability. GO-IEP asks for the appropriate exclusionary factors to be examined for each eligibility category the committee is considering.
Factors to consider by category - Georgia Online IEP
Exclusionary Factors Factors to consider by category For each category, the eligibility team should determine whether or not the listed factor is the primary reason the student appears to show the characteristics of that category.
needed to rule out these exclusionary factors. Students from racially and ethnically minoritized backgrounds, students who experience low-income and economic marginalization, and students who are English language learners are more likely to be inappropriately identified as having a
Note: All 50 US states specify eight exclusionary criteria. Namely, learning difficulties cannot be primarily attributed to, (1) visual impairment; (2) hearing impairment; (3) motor impairment; (4) intellectual disability; (5) emotional disturbance; (6) environmental disadvantage; (7) economic disadvantage; and (8) cultural difference.
Step 1: Identification of Alternative Factor(s) – Does the student have one or more of the exclusionary alternative factors? Teams must establish processes to identify exclusionary factors that impact learning throughout their teaming practices.
factors—or exclusionary criteria—before determining that a child is eligible. Regardless of the disability category, teams of education professionals must rule out a lack of adequate instruction and a lack of English language proiciency. For evaluations of children suspected to have an SLD,