Student Services

Annotated Descriptor for Severe to Profound Autism Spectrum Disorder Level 3 (ASD3)

Funding 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. The student requires student-specific programming (e.g. adaptation and/or modification or individualized programming) and intensive support throughout the school day. 


Student Profile

Provide concrete and concise descriptions of the most recent observations, informal and specialized assessment data (including dates, roles/titles and names) and the impact this may have on student learning related to each of the following:

  • A diagnosis of an ASD by a qualified clinician (summarize diagnosis or description of ASD and other co-existing conditions)
  • Confirmation of cognitive ability/potential
  • Adaptive skills:
    • Social skills-describe ability to interact with adults and peers as compared to similar-aged peers
    • Communication - Include receptive and expressive language skills (e.g. Describe student’s ability to comprehend information, express their basic wants and needs verbal, non-verbal, communication mode used (AAC).
    • Self-care- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g., dressing, toileting, feeding).
    • Self direction - ability to work independently; include attention span and frequency of redirection.
    • Other adaptive skills- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g. for older students-navigating the school and/or community, use of money, keeping track of time, other functional skills related to transition to community)
  • Behaviour(s) that limit the student's potential to learn or participate in school or community activities (most recent types, frequency, intensity, duration).

Resource Profile

  • Specify student's programming needs throughout the school day (i.e. adaptation and/or modification or individualized programming).
  • Specify student-specific learning opportunities or interventions required throughout the school day for self-direction, daily living skills, behaviour, communication and academics. Indicate roles of support personnel and time required (e.g., clinicians, specialists, educational assistants).
  • Identify division, school and/or outside supports needed. Indicate nature of support, including amount of time, types of materials (e.g., respite, therapy).