Annotated Descriptor for Severe to Profound Autism Spectrum Disorder Level III

Funding Guideline Criteria

The student has a diagnosis of an ASD that is expressed in severe and pervasive difficulties in social interaction, verbal and non-verbal communication, and a narrow range of interests, activities, and behaviours. In addition, the student has a significant cognitive disability with corresponding delays in adaptive skill development. Secondarily, the student may also experience severe difficulty with managing change in daily routines and activities; severe reactions to sensory stimuli; and a persistent pattern of behaviours that are dangerous to him/her self or others. Consequently, the student requires highly individualized programming for the entire school day.

Descriptors

Student Profile

• A diagnosis of an ASD by a qualified clinician (summarize diagnosis or description of other co-existing conditions) including dates and evaluator.
• Confirmation of cognitive ability/potential (including adaptive sills)
• Concrete and concise descriptions of the student's abilities in the areas of
• Social skills
• Communication (verbal and non-verbal)
• Academics
• Self care/independent living
• Concrete and concise descriptions of behaviour(s) that limit the student's potential to learn or participate in school or community activities.

Resource Profile

• Specify student's programming needs throughout the day (i.e. adaptations and/or modifications or individualized programming).
• Specify training or intervention required for self-direction, independent skills, behaviour, communication and academics. Indicate roles of support personnel (e.g., clinicians, specialists, teacher assistants).
• Identify Division, school and/or outside supports needed. Indicate nature of support, including amount of time, types of materials (e.g., respite, therapy).