Assessing a student's learning needs is tantamount to assessing his or her
development in several areas; in each area, learning needs begin at the
developmental point the student has reached. In the following sections, some
areas of development are described. The descriptions are intended as overviews
and are not comprehensive. For each area some questions are provided that may
assist teachers in assessing students' levels of development and, in the
process, their learning needs.
Communication and Language Development
Communication is interactive; it involves the sending and receiving of
messages between people. Communication occurs not only through speech, but also
through gazing, facial expressions, vocalizations, gestures, and other body
language. It is important that the teacher observe nonspeaking students closely
in order to determine how, what, and why they are communicating. Activities
should be designed to encourage students to initiate communication and
interaction with others. For some students, an augmentative communication
system, such as sign language or a picture board, may be beneficial. For
others, programs can be designed to develop facility in the use of spoken
language. The goal for all students is the ability to communicate intentionally
their needs, feelings, and interests, in a form that can be understood by
others, and to understand and respond, in turn, to other people's messages.
The following are examples of the types of questions that should be asked in
an assessment of a student's ability to communicate.
Early Communication Skills: Mode How does the student signal
needs, feelings, and interests? How does the student interact with other
persons in the environment? Does the student use vocalizations, gestures,
movement, gazing, and so on to communicate? Is the student consistent in the
use of certain signals for specific purposes? Does the student participate in
imitative or turn-taking activities, using gestures, facial expressions, or
sounds?
Early Communication Skills: Function Does the student initiate
communication for personal or social reasons? When, why, and with whom does the
student communicate?
Early Communication Skills: Content Does the student engage in
interactive communication on a topic of common interest?
Receptive/Expressive Language Skills How does the student
respond to familiar sounds, events, and voices in the environment? Does the
student respond to his or her own name? Can the student ask and respond
appropriately to simple questions? Can the student recall and sequence events,
stories, alphabet symbols, numerals, and personal information? Does the student
use single words, two- or three-word phrases, or sentences?
Interactive Skills Can the student engage in conversation with
others on a shared topic of interest? Can the student take turns and listen
while others are communicating?
Cognitive Development
Cognitive development begins with sensory learning. In the course of
exploring the world with their senses, young children interact with and make
sense of their environment. As they acquire object representation and object
permanence, they develop the ability to acquire, interpret, organize, retrieve,
and use knowledge and concepts. For some students, using their senses in a
meaningful way will be a long-term cognitive goal. For others, being able to
classify, to make decisions, or to read, write, and compute is a realistic
expectation.
The following are some of the questions that should be asked in an
assessment of a student's cognitive skills.
Sensory Awareness Is the student aware of sensory stimuli? How
does the student search for and manipulate sensory stimuli?
Perceptual Skills Is the student able to discriminate, sort,
and match stimuli? Is the student able to copy and reproduce patterns, symbols,
and numerals?
Attending SkillsIs the student able to track stimuli? Is the
student able to anticipate and recall routines?
Basic Thinking Skills Does the student search for and find
objects? Is the student able to group, match, and categorize objects?
Memory Skills How does the student demonstrate a memory of
familiar people, objects, or events? Does the student recall directions or
symbols and apply them?
Concept Development Is the student aware of his or her body
parts and their functions? Can the student classify by shape, size, sound, and
colour? What are the student's number skills?
Problem-Solving Skills Is the student able to predict,
analyse, and interpret events and communicate the results of these processes?
How well does the student generalize or apply his or her knowledge to real-life
situations?
Physical Development
Body movement is an important means by which students respond to, explore,
and manipulate things in their environment. Physical development includes
achievements in head control, posture, muscle development, co-ordination, and
locomotor ability. As they grow, students learn to manoeuvre in many ways in a
variety of environments. Proper assessment and programming provide physically
disabled students with opportunities to increase their range of movement, their
ability to care for themselves, and, as a result, their independence.
The following are some of the questions that should be asked in an
assessment of a student's physical skills.
Movement What is the student's range of motion? What is the
student's mobility level? Does the student move at varying speeds? How does the
student move various body parts? How does the student manoeuvre in space? How
does the student move on various terrains?
Body Awareness Does the student demonstrate a preference for
one side of the body? Has the student developed balance and rhythm?
Manipulative Skills How does the student manipulate and use
objects in the environment? How does the student use fine-motor skills in
everyday tasks such as eating, dressing, grooming, and writing?
Social and Emotional Development
A sense of personal well-being is important to students' overall
psychological, physical, and social development. Students require opportunities
to develop a positive selfconcept by interacting with others in a positive way
and by forming friendships, both of which require appropriate social
behaviours. Specific instruction in non-verbal social nuances such as eye
contact, posture, facial expression, and other body language may be necessary.
The ability to express emotions in ways appropriate to the situation is
crucial. Proficiency in self-care and hygiene is also important to the
development of a sense of selfworth and responsibility.
The following are some of the questions that should be asked in an
assessment of a student's social and emotional skills.
Self-concept Does the student demonstrate selfconfidence? Does
the student take pride in his or her accomplishments? Does he or she accept
criticism?
Emotions How does the student demonstrate his or her feelings?
How does the student deal with emotions such as anger, frustration, and fear?
Interpersonal Relationships Does the student acknowledge
others in the environment? How does the student interact with other people in
social situations? Is he or she tolerant of others? Can the student interpret
nonverbal signals from other people? Does the student participate in group
activities? Does he or she maintain friendships? Does the student maintain an
appropriate physical distance from others?
Responsibility Does the student accept and complete tasks?
Does the student manage his or her free time? Does he or she follow rules and
adhere to limits placed on activities?
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