Criterion 5

Students need significant adaptation of almost all curriculum content.

Hemi: 4 years 10 months - a brief profile

Hemi has been supported through an early intervention programme since he was six months old. He follows the routines at kindergarten with constant verbal and physical prompting. He is able to finger feed, drink from a cup and help with getting dressed. Hemi has been on a toileting programme and is starting to indicate when he wants to go by holding himself.

With frequent adult prompting Hemi can build a tower of three blocks, match two colours, and do a three-piece form board using trial and error. Hemi makes circular scribbles on paper using a fist grip to hold the pencil. He can put a spade `in' a bucket on request when playing in the sandpit.

Hemi will briefly look at a book with his mother and sometimes label a familiar picture. Hemi communicates using single words but often uses sounds and gestures. He likes to be with other children but does not understand turn taking or sharing and will take what he wants from others.

Hemi meets Criterion 5.

This criterion is for students who have a severe delay in cognitive development resulting in major difficulties with learning across almost all curriculum areas.

At five, they are learning the skills and knowledge usually achieved by children up to, or sometimes just beyond, two and a half years of age.

For example they can:

• stay at activities with 1:1 adult support
• solve simple problems e.g. giving a container to an adult to open
• label some familiar objects
• operate a cause and effect toy
• sometimes follow a simple one step instruction, for example, `Bag away' when the adult models the action
• use some two-word phrases e.g. `mummy drink'.

With constant repetition, they are learning to:

• match up to two colours
• demonstrate early concepts such as in and out
• follow basic routines.

Throughout their schooling they will require high levels of input from specialists and specialist teachers using particular teaching strategies. Their Individual Education Plans (IEPs) will focus on developing practical skills and knowledge for independence.

Nine and ten year old students will still be learning skills and concepts usually demonstrated independently by four year old children.

Towards the end of their schooling most students will still be working within Level One objectives of the New Zealand Curriculum through activities that are appropriate to their age levels. When they leave school they will require supported employment and other relevant services.

This criterion is not for students who have specific difficulties with only some parts of the curriculum, such as receptive and expressive language, literacy and numeracy.