I-13.3, r. 8 - Basic school regulation for preschool, elementary and secondary education

Schedule Disposition versions

2012-09-01

SCHEDULE II

(ss. 22, 23 and 23.1)

STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL HANDICAPS OR WITH PROFOUND INTELLECTUAL HANDICAPS

(1) Students with moderate to severe intellectual impairments are students whose cognitive functions, evaluated by a multidisciplinary team using standardized tests, show a level of general functioning that is clearly below average, as well as impaired adaptive behaviour appearing from the beginning of the developmental period.

The evaluation of the student’s level of functioning must also show that the student displays:

(1) limitations in the area of cognitive development restricting the ability to learn with respect to certain objectives of the regular programs of studies and requiring an adapted pedagogy or program;

(2) limited functional abilities in the area of personal and social autonomy resulting in a need for assistance in new activities or a need for instruction in basic autonomy;

(3) more or less marked difficulties in sensory, motor and communication development, making adapted intervention necessary in those areas.

(2) Students who are profoundly intellectually handicapped are students whose cognitive functions, evaluated by a multidisciplinary team using standardized tests, show a level of general functioning that is clearly below average, as well as impaired adaptive behaviour appearing from the beginning of the developmental period.

The evaluation of the student’s level of functioning must also show that the student displays the following characteristics:

(1) major limitations in the area of cognitive development making it impossible to achieve the objectives of the regular programs of studies and requiring the use of an adapted program;

(2) perception, motor and communication skills are limited, requiring individualized methods of evaluation and stimulation;

(3) very low functional abilities in the area of personal and social autonomy, resulting in a constant need for support and supervision to accomplish daily school tasks.

The evaluation of the student’s level of functioning may also show that the student displays related impairments such as physical and sensorial impairments, as well as neurological and psychological disorders and an increased propensity to contract various illnesses.

(3) (Revoked).

(4) (Revoked).

(5) (Revoked).

O.C. 651-2000, Sch. II; O.C. 488-2005, s. 14.