Intellectual Disability
Intellectual disability affects a student’s ability to learn, solve problems, and manage everyday skills. The NSW Department of Education confirms eligibility using formal assessments and school‑based evidence such as teacher reports or NAPLAN. The criteria require “information about school performance consistent with the level of functioning.”
Intellectual disability is grouped into three levels: mild, moderate, and severe. Each level shows how much support a student may need at school and during transport.
Mild Intellectual Disability
Students may learn more slowly than their peers and need extra help with schoolwork and routines.
The NSW criteria describe this group as having IQ scores “approximately two to three standard deviations below the mean.”
In simple terms:
- They can learn many skills with support
- They benefit from clear, simple instructions
- Routine and repetition help them feel confident
Moderate Intellectual Disability
Students need more frequent, hands‑on support with learning, communication, and daily tasks.
The criteria describe this level as IQ “approximately three to four standard deviations below the mean.”
In simple terms:
- They need ongoing guidance
- They may need help expressing themselves
- Visual supports and step‑by‑step instructions work well
Severe Intellectual Disability
Students have significant challenges with learning, communication, and daily living skills. They require high levels of support across all settings.
The criteria note adaptive behaviour scores “approximately four or more standard deviations below the mean.”
In simple terms:
- They need personalised, intensive support
- They may use alternative communication methods
- They require close supervision and consistent routines
Early Intervention & Preschool
For younger children, a full cognitive test may not be possible. In these cases, eligibility can be confirmed using developmental assessments that show delays in learning and daily functioning.
Confirmation can be based on “an assessment report of developmental functioning” when cognitive testing is not possible due to age, with classification as mild, moderate, or severe based on the report.