Appendix 5 - State Government funding eligibility criteria
New South Wales [1]
Category |
Eligibility
Criteria |
Intellectual
|
Students who have an intellectual disability have significantly
greater difficulty learning than the majority of students of the same age.
IM: mild intellectual disability, IQ range of 56-75
IO: moderate intellectual disability, IQ range of 31-55
IS: severe intellectual disability, IQ range of < 30[2]
|
Vision
|
A current permanent vision loss that is 6/24 or less in the better
eye corrected, or less than 20 degrees field of vision.
|
Hearing
|
A current sensori-neural or permanent conductive hearing loss of 30
decibels or more in both ears.
|
Physical/health impairment
|
A current physical condition involving the motor system that
significantly limits the student's level of functioning and independence in
mobility, personal care, or ability to physically undertake essential
learning tasks.
|
Psychological
|
Autism:
Students with autism usually have a developmental disability affecting verbal
and non-verbal communication and social interaction that significantly
affects their ability to learn.
Mental health problems:
Students exhibit behaviour(s) that is characteristic of mental health
problems at a level of frequency, duration and intensity that seriously
affects their educational functioning and emotional well-being.
|
Deaf/Blind
|
A current diagnosed vision impairment with a permanent vision loss of
6/60 or less in the better eye corrected, or less than 20 degrees field of
vision with a sensori-neural or permanent conductive hearing loss of greater
than 90 decibels in both ears. The dual sensory impairment uniquely impacts
on learning and communicating.
|
Language disorder
|
Students must have an assessed receptive or expressive language
disorder documented within a current speech pathologist's report. The report
would include a relevant standardised language test that indicates receptive
and expressive language skills. At least one of the scales (either receptive
or expressive) must indicate that the disorder significantly affects
communication and diminishes the capacity to achieve academically.
Difficulties in communication and academic achievement must be the direct
result of the disorder.
|
Victoria[3]
Category |
Eligibility
Criteria |
Physical disability
|
A significant physical disability and/or a significant health
impairment which requires regular paramedical support.
As evidenced by a paediatrician’s statement
detailing the disability or health impairment AND a statement detailing
paramedical service requirements from a registered physiotherapist or
occupational therapist.
|
Severe language disorder
|
A score of two or more standard deviations below the mean for the
student’s age in expressive and/or receptive language skills and the severity
cannot be accounted for by hearing impairment, social emotional factors, low
intellectual functioning or cultural factors and there is a history of an
ongoing problem with an expectation of continuation during the school years;
a score at or above minus one standard deviation on one additional non verbal
test of cognitive functioning.
|
Severe behaviour disorder
|
Student displays disturbed behaviour to a point where special support
in a withdrawal group or special unit is required and the student displays
behaviour so deviant as to require regular psychological or psychiatric
diagnosis or monitoring as evidenced by a formal assessment.
|
Hearing impairment
|
A bi-lateral sensori-neural hearing loss that is moderate
/severe/profound and where the student requires intervention or assistance to
communicate
|
Visual impairment
|
- Visual acuity less than 6/60
with corrected vision; or
- The visual fields are reduced to
less than 10 degrees
Note: Partial sighted students [<6/18 acuity or < 20 degrees
visual fields] may obtain some assistance
|
Intellectual disability
|
- Sub average general intellectual
functioning which is demonstrated by a full scale score of two standard
deviations or more below the mean score on a standardised individual tests of
general intelligence; and
- Significant deficits in adaptive
behaviour established be a composite score of two standard deviations or more
below the mean on an approved standardised test of adaptive behaviour; and
- A history and evidence of an
ongoing problem with an expectation of continuation during the school years
|
Autism
|
Significant deficits in adaptive behaviour
established by a composite score of two standard deviations or more below the
mean on an approved standardised test of adaptive behaviours.
AND
A score of two or more standard deviations below
the mean for the student’s age in expressive and receptive language skills.
AND
The severity of the language disorder cannot be
accounted for by hearing impairment, social emotional factors, general
intellectual disability or cultural factors.
AND
A score above the cut-off for diagnosis of
autistic features on an approved standardised test (CARS) for the presence of
autistic features in current behaviour.
OR
Moderate and severe abnormalities in items 1,
3, 5 and 6 on an approved standardised test (CARS) for the presence of
autistic features in current behaviour.
|
Queensland
Category |
Eligibility
Criteria |
Autism Spectrum Disorder
|
Severe and pervasive
deficits in social behaviour, attachment patterns and two-way social
interactions
AND
Impairment in communication.
|
Hearing Impairment
|
Hearing impairment exists when pure tone thresholds fall outside the
normal range (i.e. 20dB HL at any frequency)
AND
Student requires regular
specialised support
|
Intellectual Impairment
|
Significantly sub-average
intellectual functioning [two standard deviations or more below the mean
score, as measured by appropriate standardised individual test(s) of general
intelligence]
AND
Significant limitations in
two or more related adaptive skill areas: communication; self-care; home
living; social skills; community use; self-direction; health and safety;
functional academics; leisure; work.
|
Physical Impairment
|
Significant physical
impairment
AND
Student requires regular specialised support for access and
participation in schooling.
|
Speech language impairment
|
Significant impairment of
expressive and/or receptive language development
AND
The severity and/or nature
of the impairment cannot be accounted for by the other Education Queensland
Disability Categories or socio-cultural factors.
Note: Significant
impairment is demonstrated by scores on standardised, individually
administered assessment measures, which are two or more standard deviations
below the mean.
|
Deafblind
|
Severe functional
difficulty in the ability to respond to auditory and visual stimuli
AND
Student requires
additional information from alternative means of communication and/or the use
of other senses (e.g. tactile) or aids
AND
Student requires a program
beyond that solely for deaf/hearing impaired or blind/low vision.
|
Vision impairment
|
Visual acuity that is 6/18
or less after correction
AND/OR
Field loss that
significantly impairs visual functioning
AND/OR
Degenerative visual
condition which requires specialised ongoing support.
|
Tasmanian[4]
- Category A register
Category |
Eligibility
Criteria |
Intellectual
|
Display functional skills and adaptive behaviours consistent with a
moderate to severe/profound intellectual disability; and
Have a measured intelligence greater than three standard below the
mean
|
Autism Spectrum Disorder
|
A confirmed diagnosis of autism in the upper moderate/severe range
and demonstrated functional abilities consistent with diagnosis
|
Physical Disability
|
An identifiable, severe physical disability which has highly
significant implications for a student’s learning abilities; and an
identifiable, severe medical condition or health impairment which has highly
significant learning/educational implications eg severe uncontrolled
epilepsy, severe head injury.
The high level of educational need characterising these students is
based on their physical dependence relating to movement and position,
communication, eating and drinking, toileting and their ability to perform or
participate in basic educational activities.
|
Psychiatric Disorder
|
Have a confirmed psychiatric diagnosis form a qualified psychiatrist;
and
Have highly significant educational implications resulting from the
psychiatric disorder; and
Be receiving ongoing physchiatric treatment
|
Vision Impairment
|
Have severe vision impairment as measured through appropriate
assessment by an ophthalmologist, optometrist or orthoptist. This means a
visual acuity of less than 6/48 or a visual field of 20 degrees or less
(after best possible correction and surgical intervention).
|
Deaf and Hearing Impairment
|
A hearing loss of greater than 60dB in their better ear as measured
by an audiologist at 500, 1000 and 2000 hertz.
|
Multiple Disabilities
|
- Meet the eligibility criteria
for the category A register – physical disability and
- Meet the eligibility criteria for
category register intellectual disability or autism spectrum disorder
|
South Australia
Category |
Eligibility
Criteria |
Physical[5]
|
- Impaired ability to manoeuvre in
the school environment (e.g. with a wheelchair, walker braces or orthopaedic
devises) and/or
- Need for assistance and/or
training with daily living activities and/or
- Impaired ability to take notes
or do assignments which require movement and to compensate adequately for
this impairment and/or
- Difficulty in communicating in
school due to severe speech/motor problems and/or
- Severe health problems, which
require continued monitoring.
|
Intellectual Impairment[6]
|
- Significantly below average
general intellectual functioning which is demonstrated by a full scale score
of two standard deviations or more below the mean score on a standardised
individual test of general intelligence;
-
Significant deficits in a
adaptive behaviour established by either a composite score of two standard
deviations or more below the mean on an approved standardised test of
adaptive behaviour; or
-
Evidence of significant
limitations in at least two of the following skill areas: communication, self
care, social/interpersonal skills, functional academic skills, leisure and
community.
|
Hearing Impairment[7]
|
A loss of 20db or greater
in the speech range in the better ear
|
Communication and language disability[8]
|
- Indicated by disordered
language; marked difficulties in the development of verbal functioning
despite average to above average non verbal functioning and a comprehensive
language evaluation reveals a disordered pattern of development and not
delay;
- Abnormal patterns of
communication, social perception or adaptive behaviour have been formally
assessed and are present in most situations;
- Low intellectual ability i.e.
overall verbal intellectual functioning within the lowest 7% of the
population.
|
Vision Impaired[9]
|
- Visual acuity of less than 5/18
(20/70) in the better eye after correction and/or
A restricted visual field.[10]
|
Western Australia
Category
|
Eligibility
Criteria
|
Intellectual Impairment[11]
|
These students demonstrate
significant deficits in:
- Adaptive behaviour; and
- Academic achievement; and
- Demonstrate intellectual
functioning two or more standard deviations below the mean on an approved
measure of cognitive functioning.
Placement may also be
offered to those students with a less significant deficit in intellectual
functioning in the order of a standardised score of 75 plus or minus 5 on an
approved measure of cognitive functioning.
|
Physical Impairment[12]
|
Medical reports, parent and
school observations
|
Vision impairment[13]
|
Eligibility is established
through ophthalmological examination. It is considered that a student with a
visual acuity of 6/18 or less in the better eye, after appropriate
correction, requires educational assistance. Visual field restrictions are
also considered.
|
Autism[14]
|
Eligibility is established
through referral to the Central Diagnostic Panel at the Princess Margaret
Hospital for Children.
Students with an autistic
disorder but with non-verbal intellectual functioning above the range
associated with intellectual disability are supported in a regular school.
Other students with an
autistic disorder are offered placement in a facility for students with
disabilities in accordance with their non-verbal ability, adaptive behaviour
and academic achievement.
|
Hearing impairment[15]
|
Based on assessment from
the Hearing Assessment Centre
|
Navigation: Previous Page | Contents | Next Page