As individuals and as a group, these students have particular learning characteristics. They require support in the development of communication skills, cognitive skills, fine and gross motor skills, self-care, life skills and socialization skills. Generally, a student with this level of intellectual functioning is also significantly delayed in social-emotional development. There may also be accompanying sensory, physical and health disabilities.
Specific instruction is needed for many or all life skills activities.
Reduction in class size is not by itself a sufficient service to meet this definition. This assessment should be based on a variety of measures of intellectual ability and adaptive behaviour. The most frequently used tests in assessing intellectual ability are the most current revisions of the Stanford-Binet and the Wechsler Intelligence scales. However, they require additional intervention beyond integration and socialization. This procedure is effective in identifying the student's strengths and needs and in eliciting involvement and commitment from peers.