Intellectual disability

Program for Students with Disabilities

Professional guidelines
Updated 2019
CONTENTS
1. Introduction ........................................................................................................................ 3
2. Criteria ................................................................................................................................ 3
3. The Assessment service .................................................................................................... 3
4. Guidelines for applying the criteria................................................................................... 4
Rationale for consistent procedure ............................................................................................... 4
Recommended tests .................................................................................................................... 4
History and evidence of an ongoing problem................................................................................ 5
Administration of assessments..................................................................................................... 6
New applications .......................................................................................................................... 7
Year 6-7 review applications ........................................................................................................ 8
5. Reporting ............................................................................................................................ 8
Report requirements .................................................................................................................... 8
Summary report template ............................................................................................................. 8
Attachment 1 - Intellectual disability summary report ............................................................. 9
Attachment 2 - Assessment of refugees and other recent arrivals from non-English
speaking backgrounds ............................................................................................................... 16
Attachment 3 - Cognitive assessment of students with complex communication needs
(nonverbal or minimal speech) .................................................................................................. 21

Published by the Wellbeing Health and Engagement Division

Department of Education and Training
Melbourne
February 2019

© State of Victoria (Department of Education and Training) 2019

These professional guidelines are provided under a Creative Commons Attribution 4.0 International licence. You are free to re-use
the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if
changes were made and comply with the other licence terms, see: Creative Commons Attribution 4.0 International
The licence does not apply to:
• any images, photographs, trademarks or branding, including the Victorian Government logo and the DET logo; and
• content supplied by third parties.
Copyright queries may be directed to copyright@edumail.vic.gov.au
 1. Introduction
The Program for Students with Disabilities is a targeted supplementary funding program for Victorian government
schools. It provides resources to schools for a defined population of students with disabilities and high needs.
Under the program, resources are provided directly to Victorian government schools to support the provision of school-
based educational programs for students with disabilities. Program for Students with Disabilities resources assist
schools to meet their obligations under the Disability Discrimination Act 1992; they do not define or limit the support
provided by a school for a student with a disability.
The Department of Education and Training evaluates Program for Students with Disabilities applications in the light of
documentation and responses to the Educational Needs Questionnaire provided by the school and parent/guardian(s)
during an Application Student Support Group meeting. Program for Students with Disabilities eligibility is determined
using evidence provided by the Student Support Group to address the relevant eligibility criteria.
Educational Needs Questionnaire numbers are nominated by the Student Support Group and documentation from
relevant professionals is submitted with the application, to validate these Educational Needs Questionnaire
numbers. Program for students with Disabilities funding levels are generated from the validated Educational Needs
Questionnaire numbers.
The Program for Students with Disabilities eligibility criteria and Educational Needs Questionnaire descriptors are
published in the Program for Students with Disabilities operational guidelines for schools at:
www.education.vic.gov.au/school/teachers/learningneeds/Pages/psdhandbook.aspx
The Program for Students with Disabilities professional guidelines contain a set of procedures which provide a consistent
approach to the assessment of students solely for the purpose of establishing eligibility for the Program for Students
with Disabilities. The professional guidelines are not intended as advice to psychologists on how to conduct cognitive
assessments, or diagnose intellectual disability. Psychologists are advised to refer to DSM-5 and ICD-10 for guidance on
diagnosis and to the Australian Psychological Society and Australian Health Practitioner Regulation Agency for advice
on professional practice.

2. Criteria
The Program for Students with Disabilities eligibility criteria for the intellectual disability category are set out below:
a) Sub average general cognitive 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
AND

b) 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 behaviour
AND

c) A history and evidence of an ongoing problem with an expectation of continuation during the school years.

3. The Program for Students with Disabilities assessment service

Applications for the Program for Students with Disabilities must contain current evidence, such as reports and other
documents, which address the eligibility criteria. A range of documentation may already be held by the
parent/guardian/carer(s), for example, information associated with an early intervention program. It is expected that
additional formal assessments will only be required in situations where no current and appropriate assessment reports
are available.

3 Intellectual disability February 2019

 In cases where new formal assessments are required, the Department of Education and Training provides an assessment
service for applications on behalf of students in the categories of intellectual disability and severe language disorder
with critical educational needs. Assessments of students under these two categories must be completed through this
service.
Details of the assessment service and contact details for the service provider can be found at:
www.education.vic.gov.au/school/teachers/learningneeds/Pages/psdassessment.aspx

4. Guidelines for applying the criteria

Rationale for consistent procedure

Standardised measures are used as part of the procedure for determining eligibility for the Program for Students with
Disabilities. It is therefore essential that the procedures used are consistent. This requires use of the same measures
to avoid variations in scores attributable to the test instrument rather than differences in individual levels of
performance. While other factors may also be taken into account in determining eligibility for the Program, including
the professional’s judgement regarding a particular student’s level of need, these are factors that supplement the data
obtained from the standardised testing, and do not negate the need for a common test and consistent approach to the
assessment of a student’s abilities.
For this reason, a consistent approach to the assessment and reporting under the intellectual disability category of the
Program for Students with Disabilities has been developed. This procedure involves:

the collation of information standardised administration

regarding the student’s
background and current
presentation
the use of a consistent report
and interpretation of
format
appropriate measures

Recommended tests
The recommended tests, for the purpose of determining eligibility for the Program for Students with Disabilities are
listed below. The most recent edition of tests is recommended, however, superseded editions may be accepted for up
to 24 months following availability of a new edition.

Cognitive functioning
 *Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition Australian and New Zealand Standardised
Edition (WPPSI-IV A&NZ) for children aged from 2 years 6 months to 7 years 7 months
 *Wechsler Intelligence Scale for Children –Australian and New Zealand Standardised Fifth Edition (WISC-V A&NZ)
for students aged from 6 years to 16 years 11 months
 Wechsler Adult Intelligence Scale – Fourth Edition, Australian and New Zealand Language Adapted Edition (WAIS-
IV A&NZ Language Adapted Edition) for students aged from 17 years onwards.
The age ranges of the WISC-V A&NZ and WPPSI-IV A&NZ overlap for children aged 6 years to 7 years 7 months. Best
practice when assessing young students suspected of below average cognitive ability, limited English language
proficiency, language impairments, or those with clinical diagnoses is that the WPPSI-IV A&NZ should be used.
Accordingly, for the purpose of establishing Program for Students with Disabilities eligibility, the WPPSI-IV A&NZ
should be used up to and including age 7 years 7 months and the WISC-V A&NZ for students aged 7 years 8 months
and above.
*Note: While the Full Scale score of the WPPSI-IV A&NZ can be computed using 6 core subtests and 7 core subtests in
the case of the WISC-V A&NZ, for the purpose of establishing eligibility under the intellectual disability and severe
language disorder with critical educational needs categories of the Program for Students with Disabilities, it is
recommended that the ten subtests required to compute the five Primary Index scores (Information, Similarities, Block

4 Intellectual disability February 2019

 Design, Object Assembly, Matrix Reasoning, Picture Concepts, Picture Memory, Zoo Locations, Bug Search and
Cancellation) and (Similarities, Vocabulary, Block Design, Visual Puzzles, Matrix Reasoning, Figure Weights, Digit Span,
Picture Span, Coding and Symbol Search) are administered. This enables comparison of Primary Index Scores and
provides a comprehensive cognitive profile of the student, upon which diagnosis and recommendations for intervention
can be based.

Adaptive behaviour
 Vineland Adaptive Behavior Scales Third Edition (Vineland-3) – Teacher Form Comprehensive Version for
students aged from 3 years to 21 years.
Careful selection of a qualified respondent is critical for obtaining valid results when assessing adaptive behaviour. As
indicated in the Vineland-3 Teacher Form Comprehensive Version manual, the respondent (teacher, kindergarten
teacher, early intervention professional, day care provider) must be very familiar with the everyday behaviour of the
student being evaluated and as a general rule, would have frequent contact with the student for at least two months
before completing the Vineland-3 Teacher Form Comprehensive Version.
In the case of a student who has not previously attended school or preschool, and therefore where no teacher or early
intervention professional is able to complete the Vineland-3 Teacher Form Comprehensive Version, the Vineland-3
Interview Form Comprehensive Version may be used in its place. The Vineland-3 Interview Form Comprehensive
Version should be administered through an interview by the psychologist with the parent/guardian as respondent and
should be accompanied by an explanation from the assessing psychologist as to why the Teacher Form was not used.

History and evidence of an ongoing problem

Completing a cognitive assessment of a student, and making a diagnosis of an intellectual disability, is contingent on
the completion of a comprehensive case history. Without a clear understanding of a student’s background and history
it is not possible to make an accurate diagnosis of intellectual disability or to comment on the ongoing nature of the
student’s cognitive functioning.
For this reason, the psychologist completing the assessment process and making a diagnosis regarding a student’s
cognitive and external agencies.
Some information may be gathered as part of the referral process; however, in order to complete a full case history, it
will be essential for the psychologist to engage in meetings and discussions with those people who know the student
well, including engagement with parent/guardian/carer(s).
Typical areas covered in a full case history include:
 Description of the student’s birth.
 Student’s developmental history (including important developmental milestones – for example, age of sitting,
standing, walking, use of functional language, toilet training, self-help skills and personal-social relationships).
 Student’s medical history (including significant injuries or illnesses, medications the student has received and
periods of time during which these medications were taken, details of medications currently being taken, any
ongoing medical conditions).
 Characteristics of family and family history (including age, ordinal position, occupation and marital status of family
members as well as significant medical, educational and psychiatric history of siblings and parents).
 Student’s interpersonal skills (including the student’s ability to form friendships and relationships with others, the
student’s preferred activities, and manner in which the student is treated by other students and adults).
 Student’s educational history (including schools attended, grades repeated, attitude towards schooling,
relationships with teachers and peers, and special support received. For younger students, this would include
involvement in early intervention services, access to Maternal and Child Health services, attendance at playgroup,
childcare and preschool).
 Description of presenting difficulties (including a detailed description of the student’s presentation and the reason
for the referral).

5 Intellectual disability February 2019

  Description of interventions or supports currently, or previously, in place.
A case history of a student will usually be obtained from the parents, teachers and other adults who know the student
well. This may include previous teachers, Student Support Services, early intervention staff or other family members or
carers. There are a number of instances where it is difficult to gain a clear history and further investigation is required.
The psychologist completing the assessment is responsible for completing this work. The psychologist may need to
access existing reports completed by other professionals, including previous cognitive assessments, medical reports and
speech pathology reports.
It is important that where a previous cognitive assessment has been completed, this is reported on and a discussion
regarding the consistency (or otherwise) between current and previous test results is provided.
Where it continues to be difficult to gain a full history, the psychologist may include information gathered by completing
observations of the student to support the assessment results and to ensure the assessment results are consistent with
the student’s current presentation.
There may be circumstances where it is difficult to obtain a full history of the student. In such cases, the reasons why it
is difficult to obtain information should be described and it should be demonstrated that a number of sources have
been used, in an attempt to gather the information required.
Attempts should be made to interview a family member or a person who knows the student well, to gain as much
information as possible regarding the student’s previous assessments, early development, school and medical history.
If the student has had disrupted or informal schooling, or has not attended school, the circumstances should be
described in as much detail as possible. In such cases, it is important use the expertise of staff in the student’s current
school, who may be able to describe concerns regarding the student’s development and progress in comparison with
other students at the school.
Any conclusion of intellectual disability made by the assessing psychologist should be done so on the understanding
that the disability will be ongoing. The reasons for making the diagnosis of intellectual disability must therefore be made
particularly clear when a detailed history cannot be provided to support the student's current presentation.
In cases where the assessment service is involved please refer to the “Roles and responsibilities in the assessment
process” guidelines at: www.education.vic.gov.au/school/parents/needs/Pages/assessment.aspx

Administration of assessments
For the purpose of establishing eligibility under the Program for Students with Disabilities, assessments may be
conducted in pencil and paper, or digital format. This includes the WISC-VA&NZ, WAIS- IVA&NZ Language Adapted Edition
and Vineland Adaptive Behavior Scales Third Edition Comprehensive Version.
It is not recommended that re-assessment take place if the student’s:
 cognitive functioning has been assessed in the previous 24 months, and/or
 adaptive behaviour has been assessed in the previous 12 months.
For the purpose of establishing eligibility for the Program for Students with Disabilities, results of assessments are
considered to be valid for a period of 24 months in the case of cognitive assessments, and 12 months for the assessment
of adaptive behaviour. There may be occasions when reassessment within a shorter period of time is warranted
(acquired brain injury, unexplained significant deterioration of functioning) and on such occasions, consultation with
the appropriate Regional Disability Coordinator is strongly recommended, prior to conducting a reassessment. When
students are reassessed for the purpose of establishing eligibility for the Program for Students with Disabilities before
the specified time has elapsed, the reasons for this reassessment must be described in detail by the assessing
psychologist.
It is the role of reporting professionals is to ensure that the documentation available addresses the relevant criteria.
If the previous assessment was conducted using a non-recommended test, the reporting professional must determine
if:
 the available results can address the relevant criteria, and include a statement as to why the assessment results are
considered valid, or

6 Intellectual disability February 2019

  a new assessment using a recommended test is required.
In keeping with best practice it is recognised that there are some students who cannot be assessed using the
recommended tests.
Where use of the recommended tests would compromise the student’s performance (e.g. complex communication
needs, severe physical disability, vision or hearing impairment, cultural and linguistic factors), consideration should be
given to the most appropriate tests or alternative assessment procedures required to achieve the best indication of the
student’s cognitive abilities.
If a test instrument other than the recommended measure is used, a statement from the assessing psychologist as to
why this measure was used must be provided.
When assessing students who are refugees, have recently arrived in Australia and where English is not their first
language, psychologists should refer to Attachment 2: Assessment of refugees and other recent arrivals from non-
English speaking backgrounds of the Intellectual disability Program for Students with Disabilities professional
guidelines.
When assessing indigenous students who have lived in remote communities it may not be appropriate to use the tests
recommended for establishing eligibility under the Intellectual disability category of the Program for Students with
Disabilities, due to cultural and linguistic factors. Consideration should be given to the list of standardised nonverbal
cognitive tests contained in Attachment 2: Assessment of refugees and other recent arrivals from non-English
speaking backgrounds of the Intellectual disability Program for Students with Disabilities professional guidelines (e.g.
the Wechsler Nonverbal Scale of Ability and The Naglieri Nonverbal Test – Individual). For further advice on the
assessment of indigenous students refer to: Practice guide for the use of psychological tests and instruments, APS 2018,
page 25.
In cases where a student has complex communication needs, psychologists should refer to Attachment 3: Assessment
of students with complex communication needs of the Intellectual disability Program for Students with Disabilities
professional guidelines and Assessment of students with complex communication needs: Practice guide for
psychologists, supplement to the Program for Students with Disabilities professional guidelines.
For students who are not able to meaningfully participate in a standardised cognitive assessment, the assessing
psychologist should provide sufficient information to support their professional opinion regarding the student’s
cognitive abilities. It is essential that any attempt made to conduct the assessment is fully documented, with a clear
explanation of why the assessment could not be completed, and an estimate of the student’s cognitive functioning
(range of ability). Psychologists should attempt a range of assessments (formal and informal) when making a
determination of the student’s cognitive ability. In addition, observations of the student should be conducted and
discussions held with school staff and family members, about the student’s behaviours and day to day functioning.
Where it has not been possible to assess a student using a standardised assessment, the psychologist should consider
setting the cognitive review period at 24 months, to ensure there is an opportunity to formally re-evaluate the student’s
cognitive development.

New applications
An application for the Program for Students with Disabilities must contain current evidence, such as reports and other
documents, which address the eligibility criteria, and identify the student’s level of educational need as demonstrated
by a current Educational Needs Questionnaire.
Under the category of intellectual disability, the following documents are required for a new application:
 A signed report from a psychologist containing a current cognitive assessment (not more than 24 months old) and
a current Vineland-3 Teacher Form, Comprehensive Version (not more than 12 months old)
 Evidence of a history of an ongoing problem
 Current evidence/appropriate reports to support agreed Educational Needs Questionnaire levels.
For further details, refer to the Program for Students with Disabilities – operational guidelines for schools:
 Documentation checklist (Appendix G).

7 Intellectual disability February 2019

 Year 6-7 review applications
The documentation submitted as part of a Year 6-7 Review should demonstrate whether the student continues to meet
the eligibility criteria and the student’s level of educational need as demonstrated by a current Educational Needs
Questionnaire. Some documents/reports submitted as part of the original application may remain valid, and will not
need to be re-submitted for the Year 6-7 Review.
Under the category of intellectual disability, the following documents are required for a Year 6-7 Review:
 A signed report from a psychologist containing a current cognitive assessment (not more than 24 months old) and
a current Vineland-3 Teacher Form, Comprehensive Version assessment (not more than 12 months old)
 Current evidence/appropriate reports to support agreed Educational Needs Questionnaire levels.
For further details, refer to the Program for Students with Disabilities - operational guidelines for schools:
 Year 6-7 Review documentation requirements
 Documentation checklist (Appendix G).

5. Reporting

Report requirements
For the purpose of providing documentation, it is important that the results of the assessment and the relevant
background information are recorded in a consistent manner. A sample template is provided for reporting the results
of the assessment and the relevant details (see Attachment 1: Program for Students with Disabilities intellectual
disability summary report).
The structure provides a basis for the documentation to be submitted with the Educational Needs Questionnaire when
applying for consideration under the Program for Students with Disabilities.

Summary report template

This attached template is the recommended report format for applications to the Program for Students with
Disabilities. It is designed to assist professionals to structure their results and observations.
Reports must be signed and dated for consideration under the Program for Students with Disabilities.

8 Intellectual disability February 2019

 Attachment 1
Program for Students with Disabilities
Intellectual disability summary report

1. Student information
Surname

First name

Date of birth

Gender

Current year level

School

Region

Author

Position

Date

9 Intellectual disability February 2019

 2. Cognitive assessment

Test name (including edition)

Date administered
Age at assessment years months
Name of tester
Position of tester

Test results
WPPSI-IV WISC-V WAIS-IV
VCI VCI VCI
VSI VSI PRI
FRI FRI
WMI WMI WMI
PSI PSI PSI
FSIQ FSIQ FSIQ

*WPPSI-IV
VCI VSI FRI WMI PSI
Information Block Design Matrix Picture Bug Search
Reasoning Memory
Similarities Object Picture Zoo Locations Cancellation
Assembly Concepts
(Vocabulary) (Animal Coding)

(Comprehension)

*WISC-V
VCI VSI FRI WMI PSI
Similarities Block Design Matrix Digit Span Coding
Reasoning
Vocabulary Visual Puzzles Figure Picture Span Symbol Search
Weights
(Information) (Picture (Letter-Number Cancellation
Concepts) Sequencing)
(Comprehension) (Arithmetic)

Note: While the Full Scale score of the WPPSI-IV A&NZ can be computed using 6 core subtests and 7 core subtests in the case of the
WISC-V A&NZ, for the purpose of establishing eligibility under the intellectual disability and severe language disorder with critical
educational needs categories of the Program for Students with Disabilities, it is recommended that the ten subtests required to
compute the five Primary Index scores (Information, Similarities, Block Design, Object Assembly, Matrix Reasoning, Picture Concepts,
Picture Memory, Zoo Locations, Bug Search and Cancellation) and (Similarities, Vocabulary, Block Design, Visual Puzzles, Matrix
Reasoning, Figure Weights, Digit Span, Picture Span, Coding and Symbol Search) are administered. This enables comparison of
Primary Index Scores and provides a comprehensive cognitive profile of the student, upon which diagnosis and recommendations
for intervention can be based.

10 Intellectual disability February 2019

 WAIS-IV
VCI PRI WMI PSI
Similarities Block Design Digit Span Symbol Search
Vocabulary Matrix Reasoning Arithmetic Coding
Information Visual Puzzles (Letter-Number (Cancellation)
Sequencing)
(Comprehension) (Picture Completion)
(Figure Weights)

Test behaviour
Please describe in detail the student’s behaviour and performance during the assessment, including attention,
concentration, rapport, compliance etc.

Validity of cognitive assessment

Please consider whether the student’s behaviour during the assessment impacted on performance during the
assessment and provide a statement as to whether these results are a valid indication of the student’s ability.
Consider also whether other factors (e.g. significant history of trauma, language difficulties, other diagnoses, limited
schooling etc.) may have significantly impacted upon the student’s assessment results and comment on the validity of
the results given these factors.
Please report upon any variations to standard administration that may have occurred while assessing the student (e.g.
when assessing a student with complex communication needs, or use of an interpreter for a student with English as an
Additional Language).
Where any of the above factors are considered to have impacted significantly upon the assessment results, please
explain why intellectual disability is the most appropriate diagnosis.

Index discrepancies
Where there is a significant difference at the 95% (p < .05) confidence level between any of the index scores, please
consider their clinical significance and provide an opinion regarding these differences.
A diagnosis of intellectual disability is not based solely on the results of a cognitive assessment.
Please consider this cognitive profile in the light of all available information, including the history, adaptive behaviour,
current presentation, other test results, parent and teacher reports and any other factors that may have impacted upon
the student’s development in determining whether the results can best be explained by a diagnosis of intellectual
disability.

11 Intellectual disability February 2019

 3. Students not able to participate in standardised assessments
Where a student is deemed unable to be assessed using the recommended standardised assessments, please provide
comprehensive detail regarding your observations, the student’s response to attempts at assessment administration
and adjustments and accommodations made. Include a discussion about results of alternative assessments, as well as
a professional opinion regarding the student’s estimated level of cognitive functioning (range of ability).
When assessing students with complex communication needs, please refer to Attachment 3: Cognitive assessment of
students with complex communication needs (nonverbal and minimal speech) of the Intellectual disability Program
for Students with Disabilities professional guidelines and Assessment of students with complex communication needs:
Practice guide for psychologists, supplement to the Program for Students with Disabilities professional guidelines.

4. Review of cognitive functioning

Where there is a reason for recommending a specific timeframe for review of the student’s cognitive functioning, please
provide an explanation and time frame.
Where the student’s current level of cognitive functioning has been estimated, or where alternative tests have been
used to establish the student’s cognitive abilities, the psychologist should consider setting the time frame for review at
24 months.

5. Other assessments
Provide details of any other assessments administered to the student at the current time.

6. Adaptive behaviour assessment

Test name (including edition, form and
version e.g. Vineland-3 Teacher Form,
Comprehensive Version)
Date administered
Age at assessment
Name of informant
Position of informant
Name of person scoring assessment
Position of person scoring assessment

12 Intellectual disability February 2019

 Domain standard scores
Communication
Daily Living Skills
Socialisation
Motor Skills (if administered)
Maladaptive Behaviour (if administered)
Adaptive Behaviour Composite

7. Validity of the assessment of adaptive behaviour

Comment on the validity of the assessment and the observations that inform it.

8. History and evidence of an ongoing problem

The following headings and comments are intended to facilitate the structure of the reporting of professional
observations and/or assessments.
Please comment under each of these headings and consider the possible impact of such factors upon the cognitive
assessment results and the diagnosis of an intellectual disability.

Family background
Provide details of any relevant information describing family characteristics, family history of disability, significant family
events etc.

Previous assessments
Provide details of other assessments this student has undertaken previously. Please indicate age at assessment and
results.
Cognitive

Other

13 Intellectual disability February 2019

 Early development
Developmental milestones
Describe ages and age appropriateness of the attainment of both motor and language milestones.

Preschool/childcare experiences
Comment on the student’s enrolment and experience in preschool or childcare, including early intervention programs.
If the student has not attended any programs, please explain why.

Major life events

Comment on any major life events that the student has experienced and any possible impact this may have had on the
student’s current functioning.

School history (if applicable)

Comment on the student’s experience of school, including any difficulties they have shown, or supports that have been
provided.

Medical History
Provide details of any medical conditions or interventions that may impact upon the assessment of intellectual disability.
Where medication, or another form of disability, may complicate the identification of an intellectual disability please
provide an explanation.

English as an Additional Language

Indicate if English is the only, main or additional language used at home. Where a non-English speaking background may
complicate the identification of an intellectual disability please give an explanation as to why this is not considered to
be the primary factor in this case.
Please also refer to Attachment 2 - Assessment of refugees and other recent arrivals from non-English speaking
backgrounds of the Intellectual disability Program for Students with Disabilities professional guidelines.

Other
Comment on any other factors that may be important in consideration of this student’s history of ongoing difficulties.

14 Intellectual disability February 2019

 9. Current presentation
Comment on any difficulties the student may currently be having in school based areas such as motor skills, language,
behaviour, safety, sensory, self-care, medical and cognitive.

10. Other comments

Provide any other information that is relevant to an application for the Program for Students with Disabilities.

11.Summary
Statement by a psychologist:
The evidence presented, including history, cognitive and adaptive behaviour assessment results confirm that:
_______________ (student’s name) currently presents with _______________ , in accordance with international
guidelines.

Name of psychologist completing

summary report
Psychologist’s registration number
Signed
Date
For provisional psychologists:

Supervising psychologist’s name

Position
Psychologist’s registration number
Signed
Date

Please note the Program for Students with Disabilities determines program eligibility in light of the documentation
provided. A statement by an assessing professional does not automatically establish eligibility for the program.

15 Intellectual disability February 2019

 Attachment 2
Assessment of refugees and other recent arrivals from
non-English speaking backgrounds

1. Introduction
These guidelines relate to the assessment of students from refugee or similar backgrounds for the Program for Students
with Disabilities under the category of intellectual disability.
Whilst the standard criteria need to be addressed, the use of the standard assessment is not always the most
appropriate form of assessment and other methods for addressing the criteria for eligibility may need to be considered.
Further assessments from medical professionals (paediatricians, general practitioners or school nurses) may also be of
assistance before a meaningful assessment plan can be developed.
It is recommended that where possible, the standard tools of assessment be used, however this will generally require
the active involvement of a professional interpreter.

2. Definition of group
These guidelines primarily relate to students who have a refugee background, however, they may also be applied to
other students from non-English speaking backgrounds who have a background of trauma or who have further
complicating factors, including severe family trauma, or lack of, or inadequate, education. It is appropriate to use these
guidelines where it is the professional judgement that the use of the standard recommended tests would not provide a
valid indication of the student’s level of functioning.
It is expected that this group will represent a small number of students.
From Strengthening Outcomes: Refugee Students in Government Schools DET 2008.
The majority of people entering Australia under the Refugee and Special Humanitarian Program have been
exposed to some form of political, religious or intercultural violence, persecution, armed conflict or civil disorder.
Refugees have usually been forced to flee their homes and are likely to have been forcibly separated from
families and communities. Many have spent long periods in refugee camps without adequate food, shelter or
access to education and health services.
It is critical, when completing an assessment of a student with a refugee background that the assessing psychologist has
a good understanding of the refugee experience. For further information please access:
www.foundationhouse.org.au/
www.education.vic.gov.au/school/teachers/support/diversity/eal/Pages/ealsupportrefugee.aspx
www.immi.gov.au.

3. Factors to consider in the assessment plan and process

Some of the difficulties in completing assessments for this group include:
 inconsistent or absent prior schooling and documentation from schools,
 difficulty obtaining documentation on history,
 difficulty obtaining clear history, including such basic data as date of birth, ages at which developmental milestones
are achieved, significant illnesses, and
 difficulty assessing the impact of poor nutrition and unmet medical needs.

16 Intellectual disability February 2019

 Working with interpreters
When completing assessments, interviews or feedback sessions, interpreters with NAATI (National Accreditation
Authority for Translators and Interpreters) Professional Level (formerly ‘Level 3') accreditation or higher should be
engaged. If there are no interpreters available at this level, a paraprofessional interpreter could be used; however the
data obtained by the assessing psychologist may be seriously compromised. If there are no professional interpreters
available for the language spoken by the family, contact your Regional Disability Coordinator to discuss an appropriate
procedure. When completing assessments, it is not recommended that a relative of the family be used.
It is strongly recommended that professional interpreters be utilised even when the family members speak some
English. Concepts related to assessment, disabilities and the education system are complicated and the assistance of
the interpreter is vital. An interpreter should be engaged in all instances where significant information needs to be
conveyed to, or received from, the student or family/guardian.
It is the responsibility of the school to organise and book the interpreter. This should be done as early as possible to
allow the interpreter service sufficient time to organise a suitable person. The psychologist should ensure that the
school staff member responsible for booking the interpreter is aware of the requirement to request a professional
interpreter and is aware of the language required, including local dialects and cultural preferences. In some
circumstances there may be a preference for male or female interpreters. It can also be helpful to book the same
interpreter where a number of meetings with the student and family are likely.
It is essential that the assessing psychologist meet separately for a short time with the interpreter before meeting the
student and family members to discuss language and cultural issues (for example, possible dialects), and the technical
requirements of the assessment (such as the need for direct translation of words and immediate feedback to the
psychologist when there is no direct translation into the client’s language). It may also be highly desirable for a short
meeting with the interpreter after the assessment session to discuss linguistic or other issues which could not be
discussed during the assessment.
To book an interpreter, schools should contact Victorian Interpreting and Translating Service. Further information is
available at: www.education.vic.gov.au/school/teachers/management/community/Pages/interpreting.aspx

Interpreters and refugee families

It is important to be aware that there are a number of factors which may affect a person with a refugee background’s
ability to develop a working relationship with professionals, including interpreters. These include situations where:
 the interpreter belongs to the ethnic, political or religious group that have been in conflict with the student or
their family/friends;
 the client thinks that what they say to you will be passed onto members of their community;
 the client is concerned that the interpreter may have links to the government of their home country about
political criticism they make – putting friends and family at home in danger.

4. Timelines for assessments

The timeline for completing an assessment of refugee students will depend on the individual circumstances and the
information available. Where the student’s developmental history and presentation at school strongly suggest a
disability, an assessment should be completed as soon as possible. However, where there is little manifest evidence of
a disability or where the history is unclear, it would be more appropriate to wait until further evidence can be gathered
and the student’s progress can be monitored and reviewed.
Applications for the Program for Students with Disabilities received outside the Annual Round timeline will be
considered according to the guidelines for Post-Annual Round applications outlined in the Program for Students with
Disabilities operational guidelines for schools. When Post-Annual Round consideration is requested, the application
should be completed according to the usual process with a covering letter from the school principal detailing the reasons
for the request for Post-Annual Round consideration.
Where there is uncertainty about when to complete the assessment, or submit the application, the Regional Disability
Coordinator should be contacted to discuss the individual circumstances.

17 Intellectual disability February 2019

 5. Referral process
When referring a student who has a refugee background to the assessment service for assessment, the school should
notify the assessment service that the student is a refugee. Interpreters may be engaged to assist the family in
completing referral forms.

6. Assessment process
Reports completed for the Program for Students with Disabilities need to outline assessments completed and, where
standard instruments have been deemed inappropriate for the student, provide the reasons why this is the case,
describe any attempts made to assess the student and provide a detailed discussion of the alternative procedures used
to determine the student’s intellectual functioning.
In many cases, before a formal assessment of refugee students begins, there will need to be observations of the student,
and discussions with school staff or family members about the student’s behaviours and day to day functioning.

Addressing the Program for Students with Disabilities criteria for intellectual
disability

A) Sub-average general cognitive 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.
Use of the tests recommended in these DET guidelines is preferable where this is considered appropriate by the
assessing psychologist. Where alternative assessment tools are used, the report should include a clear discussion of the
reasons for this. Below are some assessment tools which may be appropriate to use with this cohort of students.
Please note that comprehensive batteries such as the Wechsler Nonverbal Scale of Ability and Universal Nonverbal
Intelligence Test (UNIT) provide a full score, while the Ravens’ Progressive Matrices, Wechsler Nonverbal Scale of Ability
Screening Tool and Naglieri may provide supporting evidence, but are not considered adequate as stand-alone
assessments for the purposes of establishing eligibility under the Program for Students with Disabilities.

Wechsler Nonverbal Scale of Ability (WNV)

The WNV is a nonverbal measure of ability suitable for use with individuals with language difficulties or disorders,
cerebral palsy, physical disabilities and autism spectrum disorders. It can be used for children from ages 4 years to 21
years 11 months. Administration of the full battery is recommended and takes 45 minutes.

Universal Nonverbal Intelligence Test Second Edition (UNIT 2)

The UNIT 2 is a nonverbal test of intelligence designed for students between the ages of 5 and 21 years who have
speech, language or hearing impairments, have different cultural or language backgrounds or are verbally
uncommunicative. The UNIT 2 provides an entirely nonverbal administration for the test. It is recommended that the
Full Scale battery is administered.

Raven’s Educational (Progressive Matrices)

This is a test of nonverbal reasoning ability based on figural stimuli. It can be used from age 4 years to 18 years and
takes about 15 to 30 minutes to administer. This test can be used as a screening tool or as part of a battery of
assessments. The Raven’s Educational has the same test items as the Raven’s Progressive Matrices, however the norms
were updated in 2008 specifically for the age range 4 to 18 years.

18 Intellectual disability February 2019

 Ravens- 2
Raven's 2 provides a nonverbal measure of intellectual ability that minimises the impacts of language skills and cultural
differences. This test can be used with culturally diverse populations, and/or with nonverbal children from ages 4 to 90
years.

Naglieri Nonverbal Ability Test-Individual (NNAT-Individual)

The NNAT-Individual measures nonverbal reasoning and general problem solving abilities. It uses simple directions and
requires minimal use of language to solve the items. It also has minimal motor requirements. This test can be used for
students from culturally and linguistically diverse backgrounds from 5 years to 17 years and takes 30-45 minutes to
administer.

Students who are not able to participate in standardised assessments

Where a student is deemed unable to meaningfully participate in a standardised cognitive assessment, the assessing
psychologist should provide sufficient information to support their professional opinion regarding the student’s
cognitive abilities. This may include any attempts made to assess the student, and should include observations and
reports that are relevant to the student’s behaviour and cognition. For students with complex communication needs,
please also refer to: Attachment 3: Assessment of students with complex communication needs of the Intellectual
disability Program for Students with Disabilities professional guidelines and Assessment of students with complex
communication needs: Practice guide for psychologists, supplement to the Program for Students with Disabilities
professional guidelines.

B) 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 behaviour
A professional statement regarding the student’s current level of functioning is required.
The use of the Vineland-3 Teacher Form Comprehensive Version is recommended where possible, using the classroom
teacher as the informant. Scores should be provided if deemed appropriate, however this should be accompanied by a
professional discussion about the validity of the scores and supported by information gained through interviews with
the classroom teacher and a family member or guardian, or through observation of the student. A discussion about
particular cultural issues which may impact on the Vineland results would also be expected.
Where the Vineland is deemed inappropriate, information must be provided regarding the student’s adaptive
functioning based on observations and thorough interviews with people familiar with the student.

C) A history and evidence of an ongoing problem with an expectation of continuation during the
school years
This part of the assessment will involve a full history collected with the understanding of the context of the family’s
culture and refugee experience.
In addressing this section of the criteria, a number of sources may need to be accessed to gather the information.
Attempts should be made to interview a family member or someone who knows the student well to gain as much
information as possible regarding the student’s previous assessments, early development, school and medical history.
It is important to use the expertise of school staff, particularly where the student has attended an English Language
Centre and staff have expressed concern regarding the student’s progress in comparison to other students at the centre.
Many refugee students will have had significantly interrupted schooling and the education they have received may have
been in informal settings or in a language other than their own. It is important to prompt the student or their carers to
provide as full an account of this as possible.
Possible areas for discussion with the family/carers or students in this group may include the student’s:
 development in relation to their family context; for example, developmental milestones, early experiences,
development in comparison to siblings/peers, development and use of first language;

19 Intellectual disability February 2019

  previous school/educational experiences; for example, the extent and type of previous education, particular
strengths or weaknesses previously noted;
 development and progress since attending formal Australian education; for example, areas of strength or difficulty,
progress as compared to peers of a similar background;
 previous medical history.

Medical assessment
Information gained through a medical assessment may support the information gathered through the completion of
the cognitive assessment. Supporting evidence is important in completing applications for refugee students particularly
where the student’s history is unclear. It is therefore recommended that students undergo a medical assessment as
part of the assessment process; however it is very important that it be determined whether the student has already had
a (recent) medical assessment to avoid duplication. With consent, a copy of this assessment (or report) should be
obtained prior to initiating a referral to the assessment service.
Refugees are eligible to claim for a medical service if they are resident in Australia, have access to Medicare, and have
been granted a visa category of refugee, special humanitarian program, permanent protection visa, temporary
humanitarian visas, or temporary protection visa. These services involve a personal attendance by a General
Practitioner to undertake an assessment of the patient’s health and physical, psychological and social function.
For more information regarding health assessments for refugees see:
www.health.gov.au/internet/main/publishing.nsf/Content/mbsprimarycare_mbsitem_refugees.

Professional statement
A summary statement needs to be made by the assessing psychologist to support an application made for the Program
for Students with Disabilities. This statement should refer to the student’s current presentation and the additional
information gathered and, where appropriate, should recommend that a reassessment be completed within a specified
period of time (e.g. 12 months).
The following statement is recommended at the conclusion of the eligibility request for the Program for Students with
Disabilities, ensuring the statement made suits the individual circumstances:
‘It is my professional opinion, based on the evidence presented, which addresses cognitive and adaptive functioning and
relevant history, that ____________________ (student’s name) currently presents as functioning within the range to
meet the eligibility criteria for the Program for Students with Disabilities under the category of intellectual disability’.
If appropriate, the following statement may be included.
‘This is a provisional diagnosis and it is recommended that a further assessment be completed in __________ years to
confirm this’.

20 Intellectual disability February 2019

 Attachment 3
Cognitive assessment of students with complex
communication needs (nonverbal or minimal speech)
(Please also refer to Assessment of students with complex communication needs: Practice guide
for psychologists, supplement to the Program for Students with Disabilities professional
guidelines)

1. Introduction
Students who have significant physical, language or sensory difficulties are referred for cognitive evaluation, and
standardised assessments such as the WPPSI-IV or WISC-V, or other tests designed to evaluate the student’s specific
needs, are routinely administered.
It is recommended that where possible, the standard tools of assessment be used when assessing students for the
purpose of determining eligibility for the Program for Students with Disabilities. Whilst the standard criteria should be
addressed, for some students the use of the standard assessment is not always the most appropriate form of
assessment and other methods for addressing the criteria for eligibility may need to be considered.
Further input and assessments from medical professionals and other allied health professionals including speech
pathologists, occupational therapists and physiotherapists may also be of assistance before a meaningful assessment
plan can be developed.
For further information Psychologists are referred to:
Practice guide for the use of psychological tests and instruments, APS Test and Testing Expert Group, Australian
Psychological Society , September 2016
Practice guide for psychological testing with people with a disability, APS Tests and Testing Group, Australian
Psychological Society , September 2016
Assessment of students with complex communication needs: Practice guide for psychologists, supplement to the
Program for Students with Disabilities professional guidelines, CPEC and DET, September 2018

2. Definition of group
These guidelines primarily relate to students who have complex communication needs resulting from significant
language, sensory and physical difficulties that would impact on the student’s performance during the assessment.
Students in this cohort may not have functional speech (e.g. echolalia), or have little or no speech.
The psychologist should use these guidelines where it is their professional judgement that the use of the standard
recommended tests would not provide a valid indication of the student’s current level of cognitive functioning.
It is expected that these guidelines will apply to a small number of students.

3. Referral process
When referring a student who has complex communication needs to the assessment service for assessment, the school
should provide detailed information about the student’s functioning when making the referral, including information
about any additional disabilities or conditions and any augmentative or alternative communication system the student
uses. Information about the student’s preferred response style would be helpful, e.g. pointing, blinking or nodding etc.

21 Intellectual disability February 2019

 Such information will assist the assessment service in determining the nature and extent of the student’s
communication difficulties and inform the development of a suitable assessment plan.

4. Assessment process
In light of the complexities of test administration, assessment and diagnosis, test users should have training and
experience in the administration and interpretation of standardised instruments and in particular experience and
training in testing students whose ages, linguistic backgrounds, and clinical, cultural, or educational histories are
similar to those of the students they will be evaluating.
When assessing students with significant physical, language or sensory difficulties it is essential that the assessing
psychologist has a good understanding of the assessment of students with complex communication needs.
Psychologists will be aware that a lack of expressive language does not necessarily mean that the student has no
language ability, nor a general low level of cognitive ability.
Prior to testing a student with physical, language, or sensory difficulties, the psychologist should become familiar with
the student’s strengths, limitations, and their preferred communication mode. It is important not to wrongly attribute
low performance on a test to low cognitive ability when physical, language, or sensory difficulty may be contributing to
the student’s level of performance. This is particularly the case where standardised administration of the test would not
account for the student’s physical, language or sensory difficulties. Psychologists should refer to the relevant test
manual, for advice on testing students with special needs.
Before a formal assessment of students with complex communication needs begins, observations of the student should
be done, and discussions conducted with school staff or family members about the student’s behaviours and day to day
functioning, their preferred method of communication and any augmentative or alternative communication used.
Psychologists should consider using a range of assessments (formal and informal) when making a determination of the
student’s cognitive ability, where the student has complex communication needs, or is primarily nonverbal.
Reports completed for the Program for Students with Disabilities should outline assessments undertaken and, where
standard instruments have been deemed inappropriate for the student, must provide the reasons why this is the case,
describe any attempts made to assess the student and provide a detailed discussion of the alternative procedures used
to determine the student’s intellectual functioning.

Addressing the Program for Students with Disabilities criteria for intellectual
disability for students with complex communication needs

For the purposes of establishing eligibility under the program for Students with Disabilities category of intellectual
disability, psychologists are required to establish that the student has:

A) Sub-average general cognitive 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.
Use of the tests recommended in these DET guidelines is preferable where this is considered appropriate by the
assessing psychologist.
Where alternative assessment tools are used, the report should include a clear discussion of the reasons for this, a
detailed description of any nonstandard administration undertaken and the student’s responses.
The psychologist should consider the requisite skills needed for participating in a particular test, including receptive
language ability, scanning ability, pointing response etc. when determining the most suitable test to assess a nonverbal
student’s cognitive ability.

22 Intellectual disability February 2019

 Variations to standardised assessment
When assessing a student with a significant language difficulty, the psychologist may attempt standardised assessment
and place greater weight on nonverbal subtests as an estimate of cognitive abilities, modify administration, or consider
using tests that rely less upon expressive language skills to gather further information about a student’s skills where the
student is unable to complete the recommended tests.
If standardised administration is not possible, consideration may be given to the adjustments or alternative assessment
procedures required to achieve the best indication of the student’s cognitive abilities. The psychologist should refer to
the relevant test manual for advice on administration procedures and modifications to standardised administration.
Modifications to standardised administration may invalidate the use of the test’s norms and the scores may not be
computed. All modifications from standardised administration and instructions should be documented by the
psychologist and taken into consideration when interpreting the results. The psychologist should use clinical judgement
to evaluate the effect of modified procedures on test results.
Valuable information may be obtained about the student’s strengths and weaknesses in intellectual functioning, despite
the fact a full scale score cannot be determined. The psychologist may provide an estimate of the student’s current
cognitive functioning on the basis of the comprehensive assessment that has been conducted.
Where an estimate of cognitive functioning is provided, it is essential that the assessing psychologist provides detailed
information to support their professional opinion regarding the student’s cognitive abilities. Any attempt made to
conduct the standardised assessment should be fully documented, with a clear explanation of why the standardised
assessment could not be completed. A detailed discussion of the alternative (non-standardised) procedures or
instructions used to determine the student’s intellectual functioning should also be provided.
Alternative standardised nonverbal assessments
For some students, the psychologist may determine that the recommended standardised assessment tool is not
appropriate, given the nature of the student’s significant communication difficulties. In such cases, the psychologist may
consider using an alternative assessment and in particular tests that do not rely upon the student’s verbal ability.
Below are some assessment tools that may be appropriate to use with this cohort of students:

Wechsler Nonverbal Scale of Ability (WNV)

The WNV is a nonverbal measure of ability suitable for use with individuals with language difficulties or disorders,
cerebral palsy, physical disabilities and autism spectrum disorders. It can be used for children from ages 4 years to 21
years 11 months. Administration of the full battery is recommended and takes 45 minutes.

Universal Nonverbal Intelligence Test Second Edition (UNIT-2)

The UNIT is a nonverbal test of intelligence designed for students between the ages of 5 and 21 years 11 months. It is
designed to provide a fair assessment of intelligence for individuals who have speech, language, or hearing impairments;
have different cultural or language backgrounds; or are verbally uncommunicative. The UNIT-2 has an entirely nonverbal
stimulus-and-response administration format and uses full-colour stimuli, manipulatives, and pointing response modes.

Test of Nonverbal Intelligence Fourth Edition (TONI-4)

The TONI-4 is a practical easy to use norm referenced test suitable that measures intelligence for individuals aged 6
years through 89 years. The administration and response format are pragmatic, with simple oral instructions requiring
test takers to answer only with simple but meaningful gestures such as pointing, nodding, or blinking. The TONI-4 is
ideal for those who have language, hearing or motor impairment and educational, cultural or experiential backgrounds
will not adversely affect test results. Test items present a variety of problem solving tasks in ascending order of difficulty
and the abstract, figural content of these items, along with the elimination of language, reduces the cultural loading of
the test. The TONI-4 takes 15 to 20 minutes to administer.

23 Intellectual disability February 2019

 Comprehensive Test of Nonverbal Intelligence Second Edition (CTONI-2)
The CTONI-2 is a norm-referenced test for students (6:0 to 89:11) that uses nonverbal formats to measure general
intelligence of children and adults whose performance on traditional tests might be affected by impairments involving
language or motor abilities. The CTONI-2 measures several types of nonverbal reasoning skills through pictures and
pointing responses. The CTONI-2 takes 60 minutes to administer.

Leiter Performance Scale Third Edition (LEITER-3)

The Leiter-3 evaluates nonverbal cognitive, attentional and neuropsychological abilities, and targets "typical" as well as
"atypical" children, adolescents, and now adults (3 to 75+ years). Its nonverbal format makes it ideal for use with
individuals with autism and speech/language disorders, as well as those who do not speak English. It provides an IQ
score, as well as percentile and age-equivalent scores for each subtest. The Leiter-3 takes 20 to 25 minutes to
administer.

Naglieri Nonverbal Ability Test- Individual Administration (NNAT-Individual)

The NNAT-Individual measures nonverbal reasoning and general problem solving abilities. It uses simple directions and
requires minimal use of language to solve the items. It also has minimal motor requirements. This test can be used for
students from culturally and linguistically diverse backgrounds from 5 years to 17 years and takes 25 - 30 minutes to
administer.

Raven’s Educational (Progressive Matrices)

This is a test of nonverbal reasoning ability based on figural stimuli. It can be used from age 4 years to 18 years and
takes about 15 to 30 minutes to administer. This test can be used as a screening tool or as part of a battery of
assessments. The Raven’s Educational has the same test items as the Raven’s Progressive Matrices, however the norms
were updated in 2008 specifically for the age range 4 to 18 years.

Raven’s -2
The Raven's 2 provides a nonverbal measure intellectual ability that minimises the impacts of language skills and cultural
differences. This test can be used with culturally diverse populations, and/or with nonverbal children beginning with
age four and adults up to age 90.
Please note that comprehensive batteries such as the WNV and UNIT provide a full score. Tests such as the Naglieri and
Raven’s Educational (Progressive Matrices) may provide supporting evidence, but are not considered adequate as stand-
alone assessments for the purpose of establishing eligibility under the Program for Students with Disabilities.

Students who cannot participate in standardised cognitive assessment

For some students standardised cognitive assessment may not be possible. In such cases, the psychologist should
provide detailed information about why the student is unable to be formally assessed using standardised or alternative
assessments, a rationale for using any alternative formal or informal assessment and detailed information about the
student’s response to any formal or informal activities that were presented.
Observations and reports that are relevant to the student’s behaviour and cognition should also be provided. A detailed
description of consultation with other relevant professionals, particularly speech pathologists in the case of nonverbal
students or those with complex communication needs, should be provided, including a consideration of any
augmentative or alternative communication device used by the student.
When assessing a student with complex communication needs, the psychologist should consult a speech pathologist for
an opinion on the student’s communication skills, or the psychologist may screen the student’s language ability using a
test such as the Peabody Picture Vocabulary Test - Fourth Edition (PPVT-4), a test of the receptive (hearing) vocabulary
of children and adults. Results from a test such as the PPVT- 4 can provide valuable information about the student’s
ability to understand spoken language however they are not intended as a substitute for a comprehensive cognitive
assessment.

24 Intellectual disability February 2019

 In addition, a comprehensive assessment will include observations of the student, and discussions with school staff or
family members about the student’s behaviours and day to day functioning.
Where an estimate of the student’s current level of cognitive functioning has been provided, the psychologist should
consider setting the cognitive review period at 24 months, to ensure there is an opportunity to formally re-evaluate the
student’s cognitive development.

B) 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 behaviour
A professional statement regarding the student’s current level of functioning is required.
The use of the Vineland-3 Teacher Form, Comprehensive Version is recommended where possible, using the classroom
teacher as the informant. The informant should have a good understanding of the student and in particular, their
communication difficulties and their impact on the student’s functioning.

C) A history and evidence of an ongoing problem with an expectation of continuation during the
school years
This part of the assessment will involve a full history collected from a number of sources including an interview with a
family member or someone who knows the student well to gain as much information as possible regarding the student’s
previous assessments, early development, school and medical history and their preferred method of communication.
Consultation with school staff and other professionals, particularly a speech pathologist and consideration of the results
of other assessments is important in understanding the student’s profile of strengths and weakness.

Professional statement
A summary statement needs to be made by the assessing psychologist to support an application made for the Program
for Students with Disabilities.
This statement should refer to the student’s current presentation and the additional information gathered and, where
appropriate, should recommend that a reassessment be completed within a specified time (e.g. 24 months).
The following statement is recommended at the conclusion of the eligibility request for the Program for Students with
Disabilities, ensuring the statement made suits the individual circumstances:
‘It is my professional opinion, based on the evidence presented, which addresses cognitive and adaptive functioning and
relevant history, that ____________________ (student’s name) currently presents as functioning within the range to
meet the eligibility criteria for the Program for Students with Disabilities under the category of intellectual disability’.
If appropriate, the following statement may be included.
‘This is a provisional diagnosis and it is recommended that a further assessment be completed in 24 months to confirm
this’.

25 Intellectual disability February 2019