Autism Toolbox a resource for Scottish Schools

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 Impact of Autism on Assessment 
IMPACT Responding to the needs of pupils 

Pupil may not be able to access standard approaches to assessment.

Adaptation to assessment process e.g. access to distraction free environment, explanation of ambiguous language, extra time to process and act on or respond to information.

May have a "spiked" profile meaning that there are inconsistencies in performance of skills and abilities across a range of developmental and curricular areas. Do not presume foundation skills are in place. Enable pupils to develop areas of strength whilst being aware of gaps in basic skills and conceptual understanding. Access to a broad and balanced curriculum in keeping with individual profile.

Transferring skills across environments may be challenging

‚ÄčAssess the same competence in a range of settings. Involve and include parents and other relevant agencies in assessment process. Allow time to specifically teach skills in different contexts.
Capacity to access social aspects of school life may need more detailed assessment and support Non curricular areas such as social interaction, play and imagination, independence skills, self awareness and emotional understanding should be incorporated into overall assessment/pupil profile. Capacity to cope with social aspects of school life such as intervals, lunch time and moving from class to class should be considered. These can be significant areas of difficulty and are not peripheral to teaching and learning for pupils with autism but are central and can potentially impact on learning and well being.
Inconsistent motivation and engagement may result in misleading outcomes. Pupil may not understand and value the importance of assessment. Use pupil's interest to increase engagement in assessment process. Identify what is intrinsically motivating for the pupil as they are unlikely to respond to extrinsic or social motivators. Acknowledge that reasonable adjustment has been made in order to maintain a realistic perspective of the pupil and their skills and competencies.

Pupil may lack self awareness resulting in difficulties with meaningful involvement in their own learnin.

Support pupil to notice and comment on their own performance and behaviour in relation to specific or agreed targets. Develop and use visual materials to support pupil in recognising and recording their own progress

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