A student uses a lot of support at first and less when she understands the task. I propose to make this variation a discussed choice, not a measure of personal value.
In the example, the teacher adapts care to goals and needs. Some tools may remain necessary even after learning.
The criterion is the functioning of the person in the task, not the mandatory elimination of all support. An inclusive technology allows for different advances without imposing on everyone the same way of demonstrating competence.