Fundamentally, support is a core principle of educational practice in all types of schools. It is the responsibility of all teachers to ensure support that is appropriate for students’ age and developmental level. Special education support complements general support. In particular, it is intended to support students through individualized assistance in the development and fulfillment of their intellectual, emotional, physical, and social abilities, as well as their talents and interests. The purpose of special education support is to enable students—taking into account their individual capabilities—to live, learn, and act independently and collaboratively.

A need for special education support is presumed to exist for students whose educational, developmental, and learning potential is so severely impaired that they cannot be adequately supported without specialized assistance.

Special education support needs vary in severity and may manifest in the following areas:

1. Learning
2. Language
3. Emotional and Social Development
4. Vision
5. Hearing
6. Physical and Motor Development
7. Cognitive Development

Standardized diagnostic assessments conducted as part of the special education evaluation process determine whether there is a need for special education support in the areas of special education support listed above. Generally, the evaluation process identifies the specific area of special education support and documents it in the official notification.