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Common Attributes


Core Entities


Child (child)


Definitions

Source: Handbooks
A young person especially between infancy and youth.


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Attributes

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At Risk of Developmental Delay

At Risk of Developmental Delay

Source: Handbooks
The risk of having substantial developmental delays if early intervention services are not provided.

Code Set:

  • Environment factors - Delay in terms of the extent to which the physical, social, and attitudinal environment act as barriers to the child''s functioning.
  • Established conditions - N/A
  • No established condition - N/A
  • No established condition, needs follow-up - N/A
Developmental Delay

Developmental Delay

Source: Handbooks
Delays as measured by appropriate diagnostic instruments and procedures.

Code Set:

  • Adaptive development delay - N/A
  • Cognitive development delay - N/A
  • Communication development delay - N/A
  • No delay, needs follow-up - N/A
  • None - N/A
  • + 3 More Codes...
Disability Level

Disability Level

Source: Handbooks
The degree of disability as determined by a qualified evaluator (e.g., mild mental retardation, moderate mental retardation, severe mental retardation).

Code Set:

  • No option list available - N/A
Disability Severity

Disability Severity

Source: Handbooks
The severity of the disability.

Code Set:

  • Complete problem - Disability is measured at 96 to 100 percent i.e., complete, total, etc.
  • Mild problem - Disability is measured at 5 to 24 percent i.e., slight, low, etc.
  • Moderate problem - Disability is measured at 25 to 49 percent i.e., medium, fair, etc.
  • No problem - Disability is measured at 0 to 4 percent i.e., absent, negligible, etc.
  • Not applicable - N/A
  • + 2 More Codes...
Early Intervention Level of Personal Functioning

Early Intervention Level of Personal Functioning

Source: Handbooks
An activity or execution of a task or action by an infant or toddler. (Note: see the Activity Codes and their qualifiers established in the World''s Health Organization''s International Classification of Functioning, Disability and Health.)

Code Set:

  • No option list available - N/A
Established IDEA Condition

Established IDEA Condition

Source: Handbooks
A diagnosed physical or mental condition that has a high probability of resulting in developmental delay (e.g., Down Syndrome, Cerebral Palsy, Spina Bifida).

Code Set:

  • None - N/A
  • Other - N/A
Overall Health Status

Overall Health Status

Source: Handbooks
The state of a child''s physical, mental, and social well-being and not merely the absence of disease or infirmity.

Code Set:

  • Excellent - N/A
  • Fair - N/A
  • Good - N/A
  • Poor - N/A
  • Very good - N/A
Primary Disability Type

Primary Disability Type

Source: Handbooks
The major or overriding disability condition that best describes an individual's impairment.

Code Set:

  • Autistic - This refers to a development disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism doesn't apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
  • Deaf-blindness - This refers to concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for children with blindness or for children with deafness.
  • Developmental delay - A child with a developmental delay, as defined by the Individuals with Disabilities Education Act, is a child who is experiencing developmental delays, as defined by your state, and as measured by appropriate diagnostic instruments and procedures in one or more of the following cognitive areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development.
  • Emotional disturbance - This refers to a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child's educational performance: (1) an inability to learn, which cannot be explained by intellectual, sensory or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (3) inappropriate behavior or feelings under normal circumstances; (4) a general pervasive mood of unhappiness or depression; or (5) a tendency to develop physical symptoms or fears associated with personal or school problems. This term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined they have an emotional disturbance.
  • Hearing impairment - This refers to an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. It also includes a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
  • + 8 More Codes...
Qualified Individual with a Disability under the Individuals with Disabilities Education Act (IDEA)

Qualified Individual with a Disability under the Individuals with Disabilities Education Act (IDEA)

Source: Handbooks
The qualified individual is a person with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), deaf-blindness, serious emotional disturbance (hereinafter referred to as "emotional disturbance"), orthopedic impairments, autism, traumatic brain injury, multiple disabilities, other health impairments, or specific learning disabilities. In addition, for individuals from birth to age 2 and individuals between the ages of 3 and 9, the qualified individual may be one who is experiencing developmental delays, as defined by the state and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development; and one who, by reason thereof, needs special education and related services.

Code Set:

  • 00002 - Yes
  • 00232 - No
Qualified Individual with Disabilities under Section 504 of the Rehabilitation Act

Qualified Individual with Disabilities under Section 504 of the Rehabilitation Act

Source: Handbooks
Individuals with disabilities who are being provided with related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended.

Code Set:

  • 00002 - Yes
  • 00232 - No
Qualified Individual with Disabilities under the Americans with Disabilities Act

Qualified Individual with Disabilities under the Americans with Disabilities Act

Source: Handbooks
The qualified individual is an individual with a disability who, with or without reasonable modifications to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by a public entity.

Code Set:

  • 00002 - Yes
  • 00232 - No
Secondary Disability Type

Secondary Disability Type

Source: Handbooks
A secondary disability condition that is identified with an individual, as distinguished from a primary disability.

Code Set:

  • Autistic - This refers to a development disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism doesn't apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
  • Deaf-blindness - This refers to concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for children with blindness or for children with deafness.
  • Developmental delay - A child with a developmental delay, as defined by the Individuals with Disabilities Education Act, is a child who is experiencing developmental delays, as defined by your state, and as measured by appropriate diagnostic instruments and procedures in one or more of the following cognitive areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development.
  • Emotional disturbance - This refers to a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child's educational performance: (1) an inability to learn, which cannot be explained by intellectual, sensory or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (3) inappropriate behavior or feelings under normal circumstances; (4) a general pervasive mood of unhappiness or depression; or (5) a tendency to develop physical symptoms or fears associated with personal or school problems. This term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined they have an emotional disturbance.
  • Hearing impairment - This refers to an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. It also includes a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
  • + 8 More Codes...
Tertiary Disability Type

Tertiary Disability Type

Source: Handbooks
A tertiary disability condition that is identified with an individual, as distinguished from a primary disability.

Code Set:

  • Autistic - This refers to a development disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism doesn't apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
  • Deaf-blindness - This refers to concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for children with blindness or for children with deafness.
  • Developmental delay - A child with a developmental delay, as defined by the Individuals with Disabilities Education Act, is a child who is experiencing developmental delays, as defined by your state, and as measured by appropriate diagnostic instruments and procedures in one or more of the following cognitive areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development.
  • Emotional disturbance - This refers to a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child's educational performance: (1) an inability to learn, which cannot be explained by intellectual, sensory or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (3) inappropriate behavior or feelings under normal circumstances; (4) a general pervasive mood of unhappiness or depression; or (5) a tendency to develop physical symptoms or fears associated with personal or school problems. This term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined they have an emotional disturbance.
  • Hearing impairment - This refers to an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. It also includes a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
  • + 8 More Codes...


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education