The point of assessment is to provide a more intensive review of the child’s disability. This sets the stage for the appropriate services and educational programs to be provided for the child’s benefit. A trained staff of personnel must assess the child in all areas of suspected disability. The following areas are included where appropriate:
1.) Vision
2.) Hearing
3.) Motor abilities
4.) Academic abilities
5.) Self-help
6.) Mobility skills
7.) Career and vocational abilities and interests
8.) Social and emotional status
It is necessary that an explanation of purpose be provided for each of the tests implemented, and that all the tests are performed by trained personnel. No one single test or procedure is to be used to determine an appropriate educational program or group of services for the child. It is the collaborative result from all the tests which yields the decision on how to design the child’s educational services. All tests must be given to the child in their native language and be non-discriminatory. The school district must provide the parents with a copy of the assessment reports. It is recommended that the parents collect these assessment report copies prior to the I.E.P. meeting, in this way, the reports can be used as a tool in preparing for the meeting.
If a parent does not understand the types of tests that are implemented to create an assessment plan, the parent should ask for clarification of the information. Secondly, if a parent feels that certain testing procedures may not be appropriate for their child, they should feel free to ask that those specific tests not be used. An assessment plan that is not clear or cannot be understood should not be signed. If parents disagree with the assessment, they have the choice to challenge it through a fair hearing process, but it is more practical and time saving to get an independent assessment instead.
Independent assessments usually provide a more detailed, less biased analysis of a child’s disability. Standard assessments are provided through the state agency or school district, which are also responsible for providing the special education services. Many parents choose to get an assessment from independent agencies, because these agencies have no reason to hide information or not recommend all the services that a child should get. Oftentimes, the assessment provided by the party that is responsible for paying for the assessment will lack specific detail or full description of a child’s needs. Parents who wish to get an independent assessment for their child through private agencies can request them from their school district or state agency, or find them on their own. Private agencies usually consist of credentialed professionals who have experience dealing with children on the autism spectrum. The agencies analyze the child’s medical history, review previous assessments and their own research, visit the school site, make home visits, and from there, they make final recommendations. Assessments reflect the details provided from the test results, and are custom fit to match a child’s specific needs.
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