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Language Impairment Eligibility

​​Eligibility criteria for the language impaired program for pre-kindergarten

A prekindergarten child is eligible as a child with a language impairment in need of ESE if all of the following criteria are met:
• The impairment may manifest in significant difficulties affecting one or more of the following areas:
         • Listening comprehension
         • Oral expression
         • Social interaction
         • Emergent literacy skills (e.g., vocabulary development, phonological awareness, narrative concepts)
• Observation(s) reveal significant language deficits that interfere with performance and/or functioning in the typical learning 
  environment.
• Test(s) reveal significant language deficits in one or more of the areas listed above.
• Information gathered from stakeholders support the results of the standardized instruments and observations conducted.
• The language impairment must have an adverse effect on the child’s ability to perform and/or function in the typical learning
  environment, thereby demonstrating the need for ESE.
• The language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited
   English proficiency.

Eligibility criteria for the language impaired program for a student in kindergarten through grade twelve.

A K-12 student meets the eligibility criteria as a student with a language impairment in need of ESE if all of the following criteria are met:
• Due to deficits in the student’s language skills, the student does not perform and/or function adequately for the student’s
  chronological age or meet grade-level standards in one or more of the following areas, when provided with learning
  experiences and instruction appropriate for the student’s chronological age or grade:
       • Oral expression
       • Listening comprehension
       • Social interaction
       • Written expression
       • Phonological processing
       • Reading comprehension
• Due to deficits in the student’s language skills, the student does not make sufficient progress to meet chronological age or 
  grade-level standards in one or more areas listed above when using a process based on the student’s response to
  scientific, research-based intervention.
• Evidence of a language impairment is documented based on a comprehensive language evaluation. There must be 
  documentation of all of the following:
       • Observations show evidence of significant language deficits that interfere with the student’s performance and/or 
         functioning in the educational environment
       • Test results indicate a significant language deficit in one or more of the areas above
       • Information gathered from stakeholders support the results of the test(s) and observations conducted
       • The language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or
         limited English proficiency.
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