A student qualifies for services in Teacher Staffing Policy 10.1 (c) if comprehensive assessment shows that the student currently exhibits all of the characteristics described in 1, 2 , and 3 below:

1. Impairment in cognitive functioning as per the classifications given in the DSM IV
    (specifically, an IQ of 50 or below).

   along with:

Severe impairment of adaptive functioning in four out of five of the following areas:

	Self Help/ Daily Living
	Communication
	Gross/ Fine Motor
	Social/ Emotional
	Functional Academics

2. The student's total curriculum is alternate to the Prescribed Provincial Curriculum and
    represents programming in the domains identified in Using Our Strengths: Programming
    for Individual Needs (1992) i.e. academics, communication, decision making, functional
    skills, nonscheduled time usage, self concept/self esteem, sexuality and social skills.

3. The primary disability is not a sensory impairment or a physical disability.

With these Eligibility Criteria providing the framework, assessment of a student for the purposes of receiving Criteria C service must verify that the student falls into the categories/definition as elaborated. The expectation is that each child registered under Criteria C would have received an individual psycho-educational assessment of congnitive functioning and adaptive behaviour which would verify the existence of this level of delay in these areas. This assessment should be based on a variety of measures, both formal and informal, of intellectual ability and adaptive behaviour.