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Related Topics of Assessments 


Assessments and evaluations are an essential part of every child’s academic life, more so for children who need special education services.

BASELINE ASSESSMENT- a full and individual initial evaluation of the child must be conducted, to gauge the present level of the child as against the expected levels and to identify week links in the foundational knowledge and concepts. It is an important beginning point for planning, remediation and special education if required.

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Once the assessment is done Long Term Goals(LTG) and Short Term Goals(STG) are set according to the needs of the child. Goals are evaluated after every three months.


LEARNING DISABILITY CHECKLISTS- can be standardized or customized to individual requirements. These are used if a child shows more than expected learning gaps. Classroom teachers sometimes observe red flags and use screening checklists before referring for specific professional diagnosis.

Children with learning problems are assessed with the following:

  • Grade Level Assessment Device (GLAD) Class l-lV.

  • Curriculum Based Assessment (CBA).

  • Teacher Made Test (TMT).

Testing is not the only way that educators measure students’ aptitude. Assessments and evaluations, might consist of anything from simple observations to complex, multi-stage procedures.

To ascertain special needs, children are generally assessed with:

  • Functional Assessment Checklist for Programming (FACP) developed by NIMH.

  • Behavioural Assessment scales with Mental Retardation (BASIC-MR) Part A.

  • Indian Portage Guide developed by CBR Network.

  • The Carolina Curriculum for Pre-schoolers with special needs.

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