Criterion 1

Students need total adaptation of all curriculum content.

Jenny: 4 years 9 months - a brief profile

Jenny is able to finger feed and likes to help with hand over hand spoon-feeding. She drinks from a cup with a spout. Jenny sometimes raises her arms to assist with undressing. She shows no recognition when she is wet or soiled. Jenny has learned to walk in the last year.

Jenny's play consists of brief exploration with a few toys that she will put in her mouth, tap or shake. She has some awareness of cause and effect - for example, she will press one of the buttons on an animal board to hear the sound. Jenny will look at a noise-making toy presented from either side of her body. She has recently started to notice an object she drops on the floor if it remains in sight. She will look at it but not attempt to retrieve it. Jenny can draw, paint and play with dough with hand over hand support.

Jenny smiles at a familiar person and is starting to make babbling sounds. When she is content she will smile and make happy noises. She shows she is unhappy by biting her hands and crying.

Jenny meets Criterion 1.

This criterion is for students who have extremely delayed cognitive development. At age five they are at the earliest levels of child development.

For example, they are learning:

• through sensory exploration e.g. by putting objects in their mouth
• to wave bye-bye in response
• to take turns at making sounds
• to respond to their names
• to imitate a simple action
• to visually track people moving nearby
• to smile at a familiar person.

Throughout their schooling, students will require very high levels of specialist teacher and other specialist interventions for intensive programming.

Towards the end of their schooling, the students may achieve some early developmental goals. When they leave school they will need fully supported living, working and recreational/leisure services.