In the past intellectual and behavioral disabilities have been a stumbling block towards ensuring entire populaces are educated. These impediments have precluded enrolment of children to elementary education institutions, grade schools and even colleges. This has made it seldom for these individuals to earn a meaningful education in line with their academic emancipation. However to ensure optimal output from this caliber of students, individualized training based on needs assessment has to be done. For these learners with Autism Spectrum Disorder, each condition requires fingerprinted interventions.
Formal assessments are predefined systems of evaluation whose rubric for grading is a series of tests from which conclusions are drawn. These could also be viewed as standardized tests as they have uniformity and are replicative. Outcomes in this form of assessment are statistical in nature. It can therefore be used for predictions for the future as well as make comparisons with past performances. Formal assessments include: speech and language assessment:- Standardized Assessment through application of standardized evaluation tools to ensure reliability and consistency of the results. Used mainly is establishing the person with autism’s command in a specific language. Parent/Instructor Report Measures are documents filled out by the parents or guardian. It gives a better understanding of the abilities of the individual with autism. Additionally the patient’s reactions to communication could be observed in managed or simulated real time communication schemas.
Informal assessments: are learner evaluations based on mastery of contents and their performance at completing tasks. These tasks are specially choreographed to inform individualized training targeting a specific skill in the learner. This form of assessment is not limited to a specific skill, evaluation is carried out on a wide array of skills including; reading, hand-eye coordination, reaction time to stimuli etc. Informal assessment does not compare learners’ ability relative to that of other learners but targets to establish a learner’s ability at a certain level. These include: Observation—involves non-stringent evaluation of an individual’s social interactions with others. This way an individualized observation of the functional skills the learner acquires.Dynamic Assessment is used on this form of informal evaluation of the learners’ individual skillset. The Dynamic assessment, as the name suggests, is brings together unity through interactions.