Developmental Cognitive Disabilities (DCD)
Developmental Cognitive Disabilities (DCD) which includes students labeled DCD Mild-Moderate and DCD Severe-Profound, is defined as a condition that results in intellectual functioning significantly below average and that is associated with concurrent deficits in adaptive behavior that require special education and related services.
For current Minnesota language regarding DCD, click on MN Rule Chapter 3525.1333*
MN Governor's Council
The Minnesota Governor’s Council on Developmental Disabilities has released the results of an important public opinion poll regarding attitudes Minnesotans hold toward persons with developmental disabilities. The 2007 study reflects the attitudinal changes of the general population in the last 45 years. The published results indicate areas of positive changes as well as areas that are of ongoing concern. *View Public Opinion Poll results
DCD Alternative Assessment
MDE is engaged in a project to revise the Alternate Assessment and establish alternate achievement standards. The reauthorized Individuals with Disabilities Education Act (IDEA, 2004) reaffirms that all children with disabilities are included in all general state and district wide assessment programs, including those assessments described under Section 1111 of the Elementary and Secondary Education Act (ESEA or No Child Left Behind (NCLB) with appropriate accommodations and alternate assessments where necessary and as indicated in their respective Individualized Education Programs (IEPs). The reauthorization adds the specific requirement that states develop alternate assessments that are aligned with the state’s academic content standards. Learn more about the project and become a contributor to the new alternate assessment -
*View Fact Sheet on Alternate Assessment 2006
DCD Technical Assistance
The following is a series of papers designed to provide technical assistance to parents and educators on the issues of Alternate Assessment for the students with the most significant cognitive disabilities. *Learning Characteristic Inventory Report provides information on the learning characteristics of students with the most significant cognitive disabilities. *Evidence-based Practices for Students with Severe Disabilities provides information on the current practices for students with severe disabilities and the requirements for accountability in NCLB.
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