How the assessment of disabled children might differ

Where a child has very specific learning needs it is important that:

• Assessments and next steps in learning are based on close observation and detailed knowledge of the child.
• Individual goals or targets are set which are relevant and achievable.
• Goals and targets are reviewed regularly and progress is monitored.
• Progress is measurable - in small steps, appropriate to individual needs.
• Assessments lead to action - barriers to learning are identified early on and addressed with intervention programmes.
• Activities are planned and resources are selected, building on the individual interests and abilities of the child.

The principles, purpose and the process of assessment will be relevant for all children, but the tools used for assessment and the units of measurement may differ. Accurate assessment of disabled pupils is essential because the data and reports are often used to determine the type of schooling, funding, support and resources that will be made available.

When reflecting on the results of any assessment it is important to consider:

• Who carried out the assessment?
• When you will use it? (purpose)
• Why is it useful? (what does it tell you that you didn't know before)
• What action will you take?
• What next?

It is best practice for teachers in special schools to tailor assessments to the needs of each child. While this would benefit all children, it is not practical where there are 30 in a class. Special schools use a range of assessment tools which are suitable for different educational needs. Teachers in these schools are usually willing to share expertise. By establishing close links with a special school, you can network, share resources and get valuable advice to support your inclusive practice.

We have produced a framework for a multi-disciplinary assessment (Word, 181kb) which you can use with your pupils.