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DCD-K1: Understanding of basic historical, legal, and contemporary issues related to services and the educational approaches used to address the needs of children and youth with developmental cognitive disabilities (DCD).

DCD-K2: Understanding of the origins, basic characteristics, and classifications of DCD.

DCD-K4: Understanding of the sources of unique services, networks, agencies, and organizations for students with DCD.

DCD-K5: Understanding of the services and structures supporting interagency collaboration for students with DCD.


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Understanding Developmental Cognitive Disabilities

Picture of student taking a test.

What is DCD?

Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior that require special education and related services. Students who qualify for special education services under the DCD category have both cognitive impairments and developmental or adaptive behavior delays. The two factors exist together, and the student’s educational progress or lack thereof is impacted by these two factors. The DCD category and definition has replaced previously used categories such as Mentally Impaired (MI), Mid-Moderate Mentally Impaired (MMMI), and Moderate-Severe Mentally Impaired (MSMI). The change was made to avoid confusion with the term“mental illness,” to more accurately reflect current socially acceptable terminology, and to encompass both the adaptive behavior and intellectual components of the disability category.

It is important for paraprofessionals working to support students who qualify for special education services under the DCD category to be familiar with the definition used by the Minnesota Department of Education. Minnesota Rule Chapter 3525.1333 defines DCD:

DEVELOPMENTAL COGNITIVE DISABILITY.

Subpart 1. Definition. "Developmental Cognitive Disability (DCD)" means a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

Knowing the definition of DCD will help you understand how students qualify for special education services under this category. You will also need to know how the educational team assesses, evaluates, and documents eligibility. It determines through careful assessment if a student is eligible for special education services because of DCD. In the next lesson, you will learn other related terms and definitions that will help you understand more about DCD as a special education category.

To learn more about DCD, go to the Minnesota Department of Education Web site.

The Minnesota Department of Education’s DCD Web page also contains a link to the online manual, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities (click on the link entitled "Developmental Cognitive Disability Manual"). You may want to review it as you learn about the special education category of DCD.

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/