Navigating Standardized Testing for Autistic Children
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Chapter 1 Understanding Standardized Testing
Standardized assessments are often not suited for individuals with atypical behaviors, particularly for autistic children.
This insight stems from my experiences as an educator, a mentor, a parent, and a high-functioning autistic individual. In the United States, standardized testing is conducted at the start of the academic year and continues periodically throughout it. This raises important questions: How do autistic children engage with these tests, and what challenges do they face? Moreover, how can these assessments be improved to benefit the autistic community?
Section 1.1 The Impact of Early Testing
For many autistic children, issues may arise as early as the first week of school. While I didn’t encounter these challenges during my own schooling, today’s students undergo assessments right at the beginning of the year to gauge their academic level. This process aids teachers in determining where instruction should start and in monitoring student progress over time. Typically, these tests are administered on computers and are predominantly multiple-choice formats.
I've witnessed numerous children on the spectrum, including my own two, go through these assessments. Often, it becomes apparent that autistic students may simply click answers either from the onset of the test or once they become fatigued or disinterested. They may stop engaging with the questions or listening to the program read them aloud, opting instead to select answers just to finish the assessment. Such behavior skews the test results, frequently placing them at an inappropriate academic level. As highlighted in one of my previous writings, this mismatch can lead to boredom and a reluctance to engage with educators.
Subsection 1.1.1 Real-Life Observations
Years ago, while observing a special education classroom, a principal raised concerns about the placement of certain students following mid-year standardized testing. The district's policy prohibited read-aloud accommodations for these tests, resulting in students making random guesses rather than providing informed answers. Such inaccuracies can lead to students being placed in advanced classes that they are ill-equipped to manage, resulting in increased bullying and anxiety.
Section 1.2 Rethinking Testing Strategies
Given that standardized tests are compulsory for public school students, the question arises: Should children identified with autism be exempt from these assessments? It’s worth considering alternative, less anxiety-inducing methods of evaluation. However, this approach may only be implemented once a child’s autism diagnosis is confirmed, which can often occur well into their schooling, sometimes not until middle school.
A more tailored program could benefit not only students with special needs but all learners. It would be advantageous to incorporate a monitoring system within these assessments. If the program identifies that a student is merely selecting answers without engaging with the material, the teacher should receive a notification. Those flagged by this system could then be provided with alternative forms of assessment to more accurately determine their academic standing.
Chapter 2 The Need for Customized Approaches
The first video, "Assessment and Educational Planning for Children with ASD: Using 'Gold Standard' Methods and Tools," discusses effective strategies for evaluating autistic children. It highlights the importance of appropriate assessment methods tailored to their unique needs.
The second video, "Top Tips | Dealing with Standardized Testing from Learn Autism," provides valuable advice for educators and parents on navigating the complexities of standardized testing for autistic students.
In conclusion, it's crucial to recognize that not all students with autism are suited for special education or mainstream classes. The challenge with standardized assessments lies in their expectation of typical behavior, which does not account for the diverse ways autistic children may respond. This can lead to a range of issues, from boredom to anxiety and behavioral problems. A more nuanced approach to testing is necessary for those who exhibit non-standard behaviors.