The utilization of specialized educational equipment and materials. Students with mild retardation demonstrate a reduced rate of intellectual development and perform at a level of achievement below that of other students of the same age. Critical differences noted in the two previous items do not result from sensory, environmental, or emotional deficits which would best be remediated in other programs. Students who have moderate retardation demonstrate difficulty in acquiring necessary skills due to a substantially reduced rate of intellectual development. These students concurrently demonstrate deficits in adaptive behavior.
Academic achievement is substantially below other students of the same age.
Critical deviations noted in previous items shall not be the result of sensory, environmental, or emotional deficits which would best be addressed in other programs. Performance on an adaptive skill assessment instrument falls between three and four standard deviation units below age-appropriate norms. Students with severe and profound disabilities are those who have primary disabilities that severely impair cognitive abilities, adaptive skills, and life functioning. Students require significantly more educational resources than are provided for children with mild and moderate disabilities. Special education teachers present elementary level subjects with emphasis on basic academic and social development skills.