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Purpose of Testing
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Diagnosis
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Programme Placement
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Funding and Classification
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Access to Therapies
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Instructional Planning
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Evaluation of Outcome
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An assessment gives information on how a child performs and information on strengths and weaknesses. This is quantified by taking accurate measurements using a standardised assessment process. This process gives information on what a child should be capable of and what they can actually do. |
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Assessment is conducted by professionals with experience in dealing with children throughout the age range. There are different assessments and the Consultant will select the most appropriate. If your child’s school has recommended the evaluation process it is helpful if you name the coordinating person in the initial referral. It is important not to over test a child therefore we need information about any previous assessment. |
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Forms of Assessment
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Interviews
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Observations
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Rating Scales
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Norm-referenced Tests
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Performance Evaluation
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A comprehensive assessment process may include intelligence, academic achievement, social behaviour, visual skills, speech, auditory processing, motor performance, sensory and perceptual performance and elements of language not covered in the intelligence testing. In order to fully understand a child who either has extensive difficulties or who has very specific difficulties a team of professionals looks at the child from different perspectives. |
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Individuals with specific Learning difficulties will have some difficulty with academic and functional skills which include; listening, speaking, reading, writing, spelling, reasoning, organising information and doing numerical calculations or mathematical reasoning. It is important when diagnosing a learning difficulty that the IQ is within the average range and that the individual has specific deficits in learning. Other terminology includes learning disability or disorder. At ATOC we strive to recognise the importance of identifying the differences in learning while also identifying what the individual does well. In this way we move forward to developing strategies that are the ‘best fit for that individual’ and we also move our thoughts away from the deficit model to the recognition that change is possible and potential is the key. |
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