2. If the IEP team is concerned that a child has a significant discrepancy in oral expression or listening comprehension, the IEP team shall include a person qualified to assess speech and language impairments.
3. A child who is found to have a significant discrepancy between ability and achievement in the single area of oral expression or listening comprehension and who meets criteria for speech and language impairment under sub. (5) shall be considered to have a primary impairment in the area of speech and language.
4. At least one observation in the general classroom setting by a team member other than the classroom teacher shall be conducted.
Upon reevaluation, a child who met initial identification criteria under par. (b) and continues to demonstrate a need for special education under s. PI 11.35 (2), including specially designed instruction, is a child with a disability under this section, unless the provision under par. (c) 1. now applies. If a child with a specific learning disability performs to generally accepted performance expectations in the general education classroom without specially designed instruction, the IEP team shall determine whether the child is no longer a child with a disability.
Copies of all appropriate eligibility criteria are to be provided by the case manager to all IEP team members at the IEP meeting.
For further inquiries regarding special education, please contact Nissan Bar Lev, Director of Special Education CESA #7, telephone (920) 849-9384, or check the CESA #7 special education web site at: http://www.cesa7.k12.wi.us/sped/