Extensive adjustments

Level of adjustment descriptor

Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing.

Adjustments to the regular educational program occur at all times and may include:

• intensive, individualised instruction or support in a highly structured or specialised manner for all courses and curricula, activities and assessments
• intensive, individualised instruction to support multiple areas of communication
• planned, highly specialised and/or intensive health, personal care and/or safety support or intervention
• enabling access to learning through:
  • specialised equipment
  • highly modified classroom and/or school environments
  • extensive support from specialist staff.

Typical adjustment

Specific examples of adjustments at this level could include:

• adjustments to teaching and learning, such as:
  • personalised modifications to all courses and programs, school activities and assessment procedures
  • intensive individual instruction
  • highly individualised learning programs and courses using selected curriculum content tailored to their needs
  • learning activities specifically designed for the student
  • the provision of highly structured approaches
• adjustments to support communication, such as:
  • provision of much more accessible and relevant curriculum options
  • the use of alternative communication modes
• adjustments to enable access to learning, such as:
  • constant and vigilant supervision
  • extensive support from specialist staff; the use of highly specialised assistive technology
  • the use of technical aids.

Some students may receive their education in highly specialised facilities.

Student characteristics

Students at this level may be dependent on adult support to participate effectively in most aspects of their school program.

Without highly intensive intervention, these students may otherwise not access or participate effectively in schooling.

Many students at this level will have been identified at a very young age and may also:

• have complex, associated support needs with regard to their personal care and hygiene, medical conditions and mobility
• use an augmentative communication system
• have particular support needs when presented with new concepts and skills.