General Education and Student

¶ … Aggregate Strengths and Weaknesses

An all-inclusive, careful evaluation incorporating informal as well as formal methods is vital to adequately understanding and aiding autistic people. An evaluation of autistic persons must, in particular, offer information regarding how their development relates to that of their peers, in addition to information on the unique challenges, symptoms, and strengths displayed by autistic children (Durocher, n.d.).

The process of assessment directly facilitates the designing of a student IEP (Individual Education Program). IEPs denote written records detailing the services (including special education) to be offered to students with disabilities, for meeting their unique needs. They cover six key, mandatory elements:

An account of the disabled child's current functioning or performance level: The foremost step in IEP designing entails preparing an updated student profile which underlines the student's interests, style of learning, and current behavioural and academic abilities. The profile should also discuss the impact of disability on the student's educational and non-educational (communication, social, etc.) achievements (Durocher, n.d.).

Yearly aims and targets: The basis for objectives and targets is the aforementioned student information (i.e., an account of the student's current performance level and priority academic requirements). Aims and targets outline the skills the student has to achieve within a specific time period (Durocher, n.d.).

Concomitant services: IEPs should also cite the supplementary services which will be offered for complementing the academic services offered. Such services are essential for effective IEP implementation, and aim at ensuring the student can make the most of special education within the least restricting learning atmosphere (Durocher, n.d.).

Academic placement: This describes an academic setting for IEP implementation. The best setting for accomplishment of objectives and goals will be selected. In case of a non-general education setting, a student's IEP has to state how long the student will be placed within general education. Further, it should offer assurance that educators considered the least restricting atmosphere for the student (Durocher, n.d.)

Time and duration of services: This step in the IEP process specifies starting and ending dates for goals, objectives, and related services. In addition, the frequency of any related service is also specified. For example, the IEP might specify that speech and language therapy will be delivered twice a week for 30 minutes in each session for the duration of the IEP (Durocher, n.d.).

Program Evaluation: The last step in the formulation of an IEP is indicating the method of measurement of evaluation of students' progress towards short- as well as long-term learning aims and targets. The adoption of a process-focused strategy of evaluation will guarantee this step isn't ignored. Additionally, well-defined objectives and goals will develop automatically in the assessment process if one allows for tracking of development and growth (Durocher, n.d.).

Phase 4: Risk Assessment

Four-year-old Nicole was assessed for properly diagnosing her problem and considering potential program alternatives for her. Her neurologist has formally diagnosed her as suffering from language disorder. However, it is possible she has Autism Spectrum Disorder, as well. Nicole's parents claim that between two and three years, her linguistic skills regressed, especially with regard to her desire to talk. Her mother states that Nicole frequently avoids eye contact. Furthermore, she appears to be disinterested in approaching other kids herself and initiating play, but her response is positive if other children approach her. The child is also behind in using gestures and pretend-play. She finds it hard to answer straightforward questions. Lastly, her areas of interest (e.g., letters, words, and numbers) are extremely intense, and she gets "attached" to particular articles (for instance, an Easter gift basket embellished with letters) that she might insist on taking along wherever she goes (Durocher, n.d.).

Precise, helpful facts regarding a given child's requirements and status have to be gleaned from various available evaluation methods and tools (including RTI (response-to-intervention) data) for obtaining a complete set of qualitative and quantitative data (NJC, 2010). Thorough appraisals ought to: