School Records Can Be Crucial In A Child SSI Case

When discussing the Social Security disability process typically medical records come to mind. Medical records are needed to prove a disability case, but sometimes school records are even more important in a child Supplemental Security Income (SSI) case. School records are crucial for a child SSI claim when the impairments deal with mental health disabilities, such as mood and psychotic disorders. School records can indicate how a child is impaired while trying to learn at school and when it comes to intellectual disorders, school records are the most important. Social Security evaluates the severity of intellectual disorders in children from ages 3 to 18 in determining if a child should receive SSI benefits. Below is Social Security’s listing on intellectual disorders in children. The agency’s listings are a list of impairments and the severity of those impairments to determine if someone, whether it is an adult or a child, is disabled and qualified for benefits.

112.05 Intellectual disorder (see 112.00B4), for children age 3 to attainment of age 18, satisfied by A or B:

  1. Satisfied by 1 and 2 (see 112.00H):
  2. Significantly subaverage general intellectual functioning evident in your cognitive inability to function at a level required to participate in standardized testing of intellectual functioning; and
  3. Significant deficits in adaptive functioning currently manifested by your dependence upon others for personal needs (for example, toileting, eating, dressing, or bathing) in excess of age-appropriate dependence.

OR

  1. Satisfied by 1 and 2 (see 112.00H):
  2. Significantly subaverage general intellectual functioning evidenced by a or b:
  3. A full scale (or comparable) IQ score of 70 or below on an individually administered standardized test of general intelligence; or
  4. A full scale (or comparable) IQ score of 71-75 accompanied by a verbal or performance IQ score (or comparable part score) of 70 or below on an individually administered standardized test of general intelligence; and
  5. Significant deficits in adaptive functioning currently manifested by extreme limitation of one, or marked limitation of two, of the following areas of mental functioning:
  6. Understand, remember, or apply information (see 112.00E1); or
  7. Interact with others (see 112.00E2); or
  8. Concentrate, persist, or maintain pace (see 112.00E3); or
  9. Adapt or manage oneself (see 112.00E4).