Today’s episode is part three of my series on knowing your tools and strengthening eligibility practices, and we’re focusing on low incidence disabilities.

I’m walking through three practical tips to help you evaluate students with hearing impairments, visual impairments, or orthopaedic impairments in a way that’s accurate, equitable, and truly team-based.

We talk intentional tool selection (with specialists at the table), how to avoid accidental over-testing by mapping responsibilities, and how to interpret specialist results so your eligibility statements are clear, educationally relevant, and legally defensible.

If low incidence cases ever make you feel like the stakes are higher (because they are), this one will help you feel more confident and coordinated.

Highlights:

(02:05) Why low incidence eligibility needs an extra layer of collaboration and intention

(03:15) Tip 1, choose tools collaboratively so the data reflects ability, not access issues

(04:55) Visual and hearing examples that show how “standard” tools can mislead

(06:45) Tip 2, avoid over-testing by sharing responsibilities and leveraging specialist data

(07:45) Tip 3, translating specialist findings into real classroom impact and eligibility language

(08:55) How to build your skills over time, and where ongoing support can help

The Prepared School Psych Community - https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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