Criterion 2 for ORS – very high hearing or vision needs
These criteria are for students who need special assistance to engage in all face to face communications. Criteria 2.1 and 2.2 are for students with hearing loss. Criterion 2.3 is for students with visual impairment.
- ORS Criterion 2.1 and 2.2 for students with hearing loss
- ORS Criterion 2.3 for students with visual impairment
- Students may meet other criteria instead
- Apply for ORS
Students who meet this criterion almost always have a profound hearing loss in both ears. They use New Zealand Sign Language (or an equivalent signing system) in all settings – at home, in the community, and at school or at an early childhood education centre.
They need support to assist with communication and access to the curriculum. This support can come from specialist intervention from Advisors on Deaf Children and teachers of the deaf, and from teacher aides. These students need extensive support from people skilled in using sign language and for additional teaching to understand new concepts.
These students use signing not just because they may attend school within a signing environment (such as a Deaf Education Centre) but because signing is a necessity.
Criterion 2.1 – a case study: Esther at 4 years 10 months
Esther has a profound hearing loss in both ears and uses New Zealand Sign Language (NZSL) almost exclusively for communication at home, kindergarten, and in the community. Since her diagnosis at 18 months she has received specialist support from an Advisor on Deaf Children (AODC).
A Resource Teacher of the Deaf visits kindergarten to work with Esther. They are supported by an Education Support Worker (ESW) who signs to her during all learning activities.
When Esther is playing with her peers she uses gesture to communicate unless the ESW is available to interpret.
Using NZSL, Esther can follow two-part unrelated directions and sometimes asks who, where and what questions. She is very interested in copying over letters and can write her name. She labels nine colours and can give the correct number of objects to five.
Students who rely totally on the help of a trained person for communication following a cochlear implant
Students who meet this criterion need to learn how to use the sounds they hear, as a result of a cochlear implant. They need an intensive auditory skills programme to develop the listening and speech-production skills they need to access the curriculum.
The specialists involved in this intensive programme may include a trained habilitationist, an Advisor on Deaf Children and a Resource Teacher of the Deaf.
Students who rely totally on Braille for reading and writing
Students who meet this criteria rely totally on Braille for reading and writing.
Natalie meets Criterion 2.3 at 4 years 10 months – a brief profile
Natalie is blind. When she was 2½ she started pre-Braille sessions with the Resource Teacher Vision to become familiar with Braille and tactile materials. She is now able to recognise most of the Braille alphabet and can write words using her Braille machine. Her new entrant teacher is familiar with the equipment that Natalie uses.
Natalie is assisted by the Resource Teacher Vision each and this will continue at school. An Orientation and Mobility Instructor is helping Natalie learn safe travel routes around her new school.
Students with hearing loss or visual impairment may meet other criteria instead. Check to see which you should apply under.
Criterion 6.1 applies to students with hearing loss who are considered to have a high level of need, requiring less intervention.
Criterion 6.2 applies to students with vision impairment who have a high level of need, requiring less intervention.
Criterion 9.2 is for students who have moderate or moderate-severe hearing loss, together with high learning needs and one other need.
Criterion 9.3 is for students who have moderate vision impairment, together with high learning needs and one other need.
Go to Apply for ORS for application forms.
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