The Adaptation of Academic Skills Assessment Tool for Students with Autism Spectrum Disorders

Abstract

Development delays in autism spectrum disorders include communication and social interaction deficit, stereotype behavior, cognitive and emotional development challenges. It makes necessary to adapt the academic assessment tools, taking into account the needs of students with ASD. The article is devoted to the description of the procedure of International Performance Indicators in Primary Schools (iPIPS) modification for academic assessment in ASD students enrolled in special education programs of types 8.1 and 8.2 (divided based on intelletual performance level). Presented iPIPS description, detailed analysis of developmental profile in ASD, which can influence the assessment results given. The article discusses adaptation procedure and recommendations for professionals which can be applied depending on the individual characteristics of the student.