The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is intended as new clarification of the special education processes for evaluation, identification, eligibility, development and provision of services, and placement in the least restrictive environment. The guidelines reference the regulations of 2006 of the federal "Individuals with Disabilities Education Act" (IDEA). The purpose for these guidelines is to: (1) Replace previous guidelines; (2) Update language to achieve common understanding; (3) Uniformly define the intellectual disability category; (4) Promote appropriate assessments and evaluations of children suspected of having an intellectual disability that yield useful information for educational programming; (5) Establish consistent criteria to be used across the state in the process of determining eligibility; (6) Promote non-biased considerations for children who are economically disadvantaged, children who are diverse in race and ethnicity, and children who communicate in a language other than English; (7) Improve appropriate instruction for children with intellectual disabilities; and (8) Improve placement procedures and practices which provide the necessary supports and services in the least restrictive environment. The following are appended: (1) Evaluation and Reevaluation Support Documents; (2) Eligibility Support Documents; and (3) Least Restrictive Environment and Placement Support Documents. Contains a list of resources. [This report was produced by the staff at the North Dakota Department of Public Instruction, Office of Special Education.]