Overview
All students with disabilities deserve the same access to education as their peers. The NSW Department of Education supports eligible students by providing safe, government‑funded school transport to ensure they can attend school with confidence and consistency. Intellectual disability is one of the recognised categories under this support, and it includes several levels of need. The information below explains the different types of intellectual disabilities and outlines the criteria used to determine eligibility for transport assistance.
Intellectual disability affects a student’s ability to learn, solve problems, communicate, and manage everyday skills. Some students may find schoolwork or daily routines more challenging and require different levels of support.
Eligibility is confirmed through formal assessments and school‑based evidence such as teacher reports or NAPLAN results. The NSW criteria require “information about school performance consistent with the level of functioning.”
Intellectual disability is grouped into three levels: mild, moderate, and severe
Types of Intellectual Disability
1. Mild Intellectual Disability
Students with mild intellectual disability may learn more slowly than their peers and often need extra help with academic tasks and routines.
NSW Criteria:
IQ “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
2. Moderate Intellectual Disability
Students with moderate intellectual disability require more frequent, hands‑on support with learning, communication, and daily tasks.
NSW Criteria:
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
3. Severe Intellectual Disability
Students with severe intellectual disability have significant challenges with learning, communication, and daily living skills. They require high levels of support across all environments.
NSW Criteria:
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
Preschool Students & Early Intervention
For younger children, a full cognitive assessment may not be possible. In these cases, eligibility can be confirmed using developmental assessments that show delays in learning and daily functioning.
Eligibility may be based on “an assessment report of developmental functioning” when cognitive testing is not suitable due to age. Children can still be classified as mild, moderate, or severe based on the developmental report