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“Developmental disability” is the term most often used to describe people with both limitations.Other terms that may be used synonymously with developmental disability are developmental handicap, developmental delay or severe disabilities.Athletes may not substitute their area’s competition for another.Competing in another area’s event is an option only to add additional competition opportunities.The new medical form procedures include an assessment of symptoms of adverse neurological effect that replaces the x-ray examination requirement.If an athlete was x-rayed at the time of registration and was found to have an AAI condition, he or she may follow the new rule and be examined for symptoms of adverse neurological effects as part of a “renewal” medical examination.(SOI), in writing and with appropriate evidence, of these potential exceptions, and the program’s determination of eligibility is subject to SOI’s approval.Coaches should contact the Vice President of Field Services at the chapter office for more information.
The Athlete medical previously included Consent/Participant Release documentation.
Athletes must play to the best of their abilities, to provide for fair and equitable competition, and must adhere to sportsmanlike conduct. Eligibility is limited to people who have closely related developmental disabilities such as those who have functional limitations, both in general learning and in adaptive skills such as recreation, work, independent living, self-direction or self-care.
When the term “intellectual disabilities” or other similar descriptor is not used to identify the person in a local area, eligibility should be determined by whether or not the person has functional limitations in both general learning and adaptive skills.
Changes are discussed each year during the “Annual Conference” held online or in person in January and February.
According to the World Health Organization, intellectual disability is a condition of arrested or incomplete development of the mind characterized by impairment of skills and overall intelligence in areas such as cognition, language, and motor and social abilities.
Adaptive skills limitations may be measured by standardized tests (e.g., adaptive behavior scales or checklists) or through criterion-referenced measures (e.g., teacher/parent observations or actual performance samples).