A student/child with a severe cognitive disability is one who:
has severe delays in all or most areas of development
frequently has other associated disabilities including physical, sensory, medical and/or behavioural requires constant assistance and/or supervision in all areas of functioning including daily living skills and may require assistive technology
should have a standardized assessment, which indicates functioning in the severe to profound range (standardized score of 30 ± 5 or less). Functional assessments by a qualified professional will also be considered in cases where the disabilities of the student/ECS child preclude standard assessments has scores equivalent to the severe to profound levels on an adaptive behavioural scale (e.g., AAMR Adaptive Behaviour Scales-School: Second Edition (ABS-S:2); Vineland Adaptive Behaviour Scales; Scales of Independent Behaviour - Revised

When your student experiences difficulty with attending...
• use preferential seating.
• use proximity to measure on task behavior.
• build-in opportunities for movement within a lesson.
• use self-monitoring strategies.
• provide a structure for organization.
• help the student set and monitor personal goals.
• provide alternative work area.
• decrease distractions.
• use active learning to increase opportunities for student participation.
• provide opportunities to change tasks or activities more frequently.
• have small, frequent tasks.
• provide reminder cues or prompts.
• use private signal to cue appropriate behavior for more difficult times.
• teach skills of independence, i.e., paying attention.
• provide definite purpose and expectations especially during unstructured activities. • prepare the learner for changes in routine.
• use computer.
• use graphic organizers.
• reduce assignment length.