Linking details about skill deficits and areas where students can make quick progress can take years unless the right resources both human and hands on are in place. Being able to choose which curriculum goals are the most suitable to work on requires advanced knowledge of the students functional performance skills and detailed analysis of their cognition and coordination and learning style. 3. Repeat lack of progress in one area needs to be understood within the framework of the overall students skills and health needs. Supporting their mental health requires a different approach than a standard straight pathway through steps to completion. Analysis of the curriculum also requires analysis of the hands on materials that are available across all areas of development to look at where they can be integrated as a support system or device. An up to date understanding of the types of resources available at all levels of depth is necessary to support students.