Assessment Process

The Assessment Process

The assessment process should be informed from as broad perspective as possible and should consist of obstacles in accessing opportunity.  This will help to develop a more ‘rounded’ Individual Education Plan (IEP) to work from within the school/class environment. 

For example, as previously indicated, some children and young people on the autism spectrum may have difficulty with verbal communication and therefore they may present as having behaviours of concern.  This may lead to an underestimation of their actual ability and potential. Conversely, whilst some individuals with autism may have a good grasp of speech this may camouflage their other needs such as social understanding, emotional and functional needs and this should be borne in mind during the assessment process in addition to:

1. Spending time observing the young person across environments and
2. Working in partnership with the young person and their families and school are vital elements of the assessment process.

For further information on Assessment of Life Skills: click here.