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ANNEX D
Definition of Severe Low Incidence Disabilities and Sample of Case Studies
1 Definition
Who have severe low incidence disabilities?
These are children and young persons with pronounced, specific or complex special educational needs which are such as require continuing review.
The degree of inter-agency co-operation, planning and support required to meet their needs is greater than that usually required to meet the special educational needs of children and young persons. In addition, they require a high level of educational support in one or more of the following areas :
Their incidence in any one authority is small. It is likely that they comprise between 0.5% and 1.0% of the population aged between 0-19 years.
A consequence of the interaction among the above factors is that local authorities may not have adequate and efficient provision for these children and young persons.
2 Applying the elements of the definition
A child or young person has severe low incidence disabilities if 2.1 and 2.2 [(a)] and 2. 2 [(b) or (c) or (d) or (e)] and 2.3 below apply.
2.1 These are children and young persons with pronounced, specific or complex special educational needs which are such as require continuing review.
2.2(a) The degree of inter-agency co-operation, planning and support required by the majority is greater than that usually required to meet the special educational needs of children and young persons with special educational needs.
In addition, they have high educational support needs in one or more of the following areas :
(b) the physical environment
(c) the curriculum
(d) the degree of adult support and supervision required
(e) the level of specialist resources including information and communications technology required.
2.3 Their incidence in any one authority is small. It is likely that they comprise between 0.5% and 1.0% of the population aged between 0-19 years.
3 Case studies
Who among the following have severe low incidence disabilities?
3.1 Mary
Mary is 13 years of age and has an autistic spectrum disorder. She attends a special school where she is in a class with 6 other pupils who are being taught using the TEACCH approach. She has a good understanding of the daily classroom routine, can anticipate when particular activities are due to take place and her expressive language is restricted to two-word utterances. She needs adult supervision when in the company of strangers and has, as yet, no concept of road safety.
Yes: 2.1 and 2.2 [(a)] and 2.2 [(c) and (d)] and 2.3 apply.
3.2 Jack
Jack is in primary 5 in his local school. He is in a wheelchair and has the support of a full-time auxiliary who attends to all his care needs. He has insufficient voluntary control over his movements to enable him to use a computer or associated switches. Those familiar with him can understand his speech although he tends to speak very slowly. He is making good progress with his reading. He gets support form the learning support teacher who, along with the auxiliary, scribes for him. Jack has a Record of Needs.
Yes: 2.1 and 2.2 [(a)] and 2.2 [(b) and (c) and (d) and (e)] and 2.3 apply.
3.3 Jahid
Jahid is profoundly deaf and attends a school for deaf pupils outwith his local authority. He is 15 years old and is taking a number of National Certificate modules. He hopes to go to college to study computing. He has hearing aids but avoids wearing them. He communicates with his friends using BSL but, at times, has difficulty understanding those teachers who are not good signers. His parents speak Urdu at home. Jahid's written English is equivalent to Level B in 5-14 but his spoken English is poorer than this. He can read English at Level D.
No: 2.2 [(a)] and 2.2 [ (b), (c), (d) and (e)] do not apply
3.4 Helen
Helen has severe learning difficulties and attends a grant-aided residential school. She is 14 years of age. She goes home most weekends although sometimes stays in for respite care. Helen is mobile but is prone to fits and staff have been trained to administer rectal valium. She is responding well to being taught using a multi-sensory approach. She has learned some words and is good at exercising choice at mealtimes. She is happy most of the time but can have tantrums when her wishes are thwarted.
Yes: 2.1 and 2.2 [(a)] and 2.2 [(c) and (d) and (e)] and 2.3 apply.
3.5 Jason
Jason is 12 years of age and is in secure accommodation after being before a Children's Hearing. He has been excluded from school and was involved in car thefts and shoplifting. He has also been violent both in school and in care; while in a residential home he seriously assaulted a care worker. He had also been staying away from home overnight and the police are concerned about his involvement with drugs in his local community. He did not settle well into S1 and he is sensitive about his poor educational attainments, resulting mainly from low attendance at primary school. Jason's parents are reluctant to have him living at home. Jason has difficulty forming relationships with adults and peers; this stems from prolonged abuse at home.
Yes: 2.1 and 2.2 [(a)] and 2.2 [(b) and (d)] and 2.3 apply.
3.6 Amina
Amina is 9 years of age and attends a unit for children with language and communication disorders attached to her local primary school. She spends roughly half the day in the P5 class and the remainder of the time in the unit. Speech and language therapists and teachers co-operate well together in drawing up her IEP. Her parents are involved as well. Amina is making progress towards Level A in all aspects of language. She is better at aspects of mathematics, such as number, money and shape, provided language is kept to the minimum. She has dyspraxia and is being supported by an occupational therapist.
No: 2.2 [(a)] does not apply
3.7 Stefan
Stefan is 8 years of age and was diagnosed as having acute myeloid leukaemia two years ago. He has been treated by irradiation and chemotherapy and was in remission until last month when he had a relapse. During the last two years he has been unable to go to school, even when feeling well, because of his lowered immune responses to infection. He has received occasional educational provision in hospital and, while at home, two hours support each week from his hospital teacher. His own school has lost touch with him. Stefan has made little educational progress.
Yes: 2.1 and 2.2 [(a)] and 2.2 [(b) and (c) and (d) and (e)] and 2.3 apply
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