§ 4301. Definitions
As used in this chapter:
(1) “Child with a disability” means a child who either is eligible for early essential
education or special education under State or federal law, or who is a child or adolescent
with a severe emotional disturbance.
(2) “Coordinated service plan” means a written addendum to each service plan developed
by an individual agency for a child or adolescent with severe emotional disturbances
that shall be developed when the child has needs that require services from more than
one agency. The coordinated services plan shall be designed to meet the needs of
the child within his or her family or in an out-of-home placement, and in the school
and the community. The coordinated services plan shall:
(A) be based upon an appropriate assessment of the individual needs of the child;
(B) identify service needs of the child;
(C) identify services that are currently being provided;
(D) identify public or private agencies that currently provide each needed service, and
how each needed service is funded;
(E) if any service need is not being met, include an explanation of why the service is
not being provided, including lack of funds or the fact that service is not available;
(F) delineate case management responsibilities;
(G) include a reintegration plan when an out-of-home placement is made or recommended;
and
(H) be developed with the opportunity for participation from parents, a guardian, or a
surrogate parent appointed pursuant to Pub. L. No. 94-142.
(3) “Child or adolescent with a severe emotional disturbance” means a person who:
(A) exhibits a behavioral, emotional, or social impairment that disrupts his or her academic
or developmental progress or family or interpersonal relationships;
(B) has impaired functioning that has continued for at least one year or has an impairment
of short duration and high severity;
(C) is under 18 years of age, or is under 22 years of age and eligible for special education
under State or federal law; and
(D) falls into one or more of the following categories, whether or not he or she is diagnosed
with other serious disorders such as developmental disability, severe neurological
dysfunction, or sensory impairments:
(i) children and adolescents who exhibit seriously impaired contact with reality and severely
impaired social, academic, and self-care functioning whose thinking is frequently
confused, whose behavior may be grossly inappropriate and bizarre and whose emotional
reactions are frequently inappropriate to the situation;
(ii) children and adolescents who are classified as management or conduct disordered because
they manifest long-term behavior problems, including developmentally inappropriate
inattention, hyperactivity, impulsiveness, aggressiveness, antisocial acts, refusal
to accept limits, suicidal behavior, or substance abuse;
(iii) children and adolescents who suffer serious discomfort from anxiety, depression, irrational
fears, and concerns whose symptoms may be exhibited as serious eating and sleeping
disturbances, extreme sadness of suicidal proportion, maladaptive dependence on parents,
persistent refusal to attend school, or avoidance of nonfamilial social contact. (Added 1987, No. 264 (Adj. Sess.), § 2; amended 1989, No. 203 (Adj. Sess.), § 1; 2013, No. 96 (Adj. Sess.), § 213; 2021, No. 20, § 329.)