Criterion 7
Students need specialist one-to-one intervention on an average of once per month, and/or specialist monitoring on an average of once per school term together with daily special education support provided by others. This support must be to help with mobility and positioning or personal care.
Rosie: 4 years 9 months - a brief profile
Rosie has low tone in her trunk and high tone in her limbs. She can roll on the floor and commando crawl slowly in an asymmetrical pattern. Rosie can maintain her balance for short periods of time when sitting on the mat.
She can stand up from the floor with full support and maintain her balance when standing at a ladder. Rosie is able to push the ladder forward for a few steps with an adult lifting and placing her legs in position. Rosie requires assistance to transfer to and from her wheelchair. She can propel her wheelchair for short distances on flat ground.
She indicates her toileting needs but requires assistance with undressing, positioning on the toilet and for hygiene. She can finger feed cut-up sandwiches and is able to drink from a single-handled mug.
Rosie has age-appropriate cognitive and communication skills and, although her speech is unclear, her peers can understand her. Rosie holds a felt pen in a palmar grip. With physical guidance she is able to copy basic shapes and attempts to copy her name. Her early intervention team has a computer on trial to assess her need for assistive equipment.
Rosie meets Criterion 7.
This criterion is for students who have a severe physical disability and are unable to stand and walk without support. They are often able to move themselves independently at floor level, for example, by crawling. They usually have poor hand control, and cannot independently dress, eat, hold a cup, or maintain their stability when sitting on the toilet.
These students need considerable personal support for mobility, positioning, changing direction in their wheelchairs or walkers, and for meeting personal care needs. Most of these students have manual or power chairs, walkers and specialised seating. They are likely to require considerable help to get in and out of their equipment and to manoeuvre their wheelchairs or walkers.
They require a high level of continuing intervention and monitoring from specialists such as physiotherapists, occupational therapists, or conductors. Therapist involvement is critical for the development of physical skills and to maintain physical wellbeing so they have access to the curriculum. They may also require a speech-language therapist because of eating and communication needs.
In addition, a student with a deteriorating condition, such as Muscular Dystrophy, who is having frequent falls and difficulty with steps or slopes, and is using a wheelchair for distances, will meet the criterion.