All pupils in special schools are required by law to appoint a full evaluation every three years for eligibility for special education. The following case study is about a student named “Adam”. Adam is seven years old and has autism. It is a special Class Day, a public school. The case study includes information concerning Adam evaluation of training of three years.

The student in this case study is autism. His name is Adam. Adam is seven years. He is in a special class for severely disabled students day. Rating of 3 years by Adam performed to determine its suitability for special education. Adam has a lawyer and parents who are very active in the study. In the evaluation plan was presented to parents, they demanded additional assessments, including functional analysis, occupational therapy and evaluation of assistive technologies. A copy of the signed assessment plan was the right specialist psychologists, occupational therapists, speech therapists, speech therapist, nurse specialist and educator given.

The school psychologist noted Adam several times before the administration of the psychoeducational profile revised (PEP-R). The PEP-R covers a variety of fields of development. The specimens are nonverbal are presented with simple instructions and practical and most of the expected answers. The PEP-R provides information on the operation of the development of imitation, perception, fine motor, gross motor skills, eye-hand integration, cognitive performance and cognitive verbal areas. PEP-R is a set of toys and learning materials that Adam play in structured activities were introduced. The psychologist recorded the responses of Adam to the test. His notes were then divided into seven sectors and four behavioral development. The resulting profile showed the strengths and weaknesses of Adam in the various fields of development and behavior.

Adam portfolio was used as an evaluation tool. Included in his portfolio, samples of work, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that the performance, compliance levels involved and invites Adam to tasks and objectives / benchmarks. His parents have signed and sent daily reports and was part of his portfolio. The daily reports were used to assist in the evaluation of Adam.

The school psychologist conducted a functional analysis to determine why Adam was exhibiting disruptive behavior. Questionnaires were sent to take home for parents to complete. Screaming and biting behaviors are his parents and teachers are affected. The teacher is responsible for collecting data on behavior. Psychologist and professor has created a form for collecting data. The teacher placed the emergence of undesirable behaviors. Information for parents, teachers and psychologists comments have been collected by the psychologist and the report was written.

The occupational therapist observes Adam, evaluated and a report generated. The nurse Adam tested with a special device. It was determined that his hearing appeared normal. Adam’s parents reported no problems with his eyesight and hearing. The speech therapist, with him last year, he also evaluated.

Other tests for the diagnosis and assessment of students with autism, the Autism Behavior Checklist (ABC) are Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and pre-linguistic Autism Diagnostic Observation Schedule (PL-ADOS ). These tests provide individual assessment of autism, specifically designed to assess children with autism. In addition, this analysis of historical information about the behavior of the child (usually by a parent made available), direct observation of the child by a specialist, or a combination of these methods.

Review by Adam’s assessment of 3 years extensive and comprehensive. This assessment provided information about the team on the development of Adam, behavior, communication, health, coordination, and cognitive levels. With this information, determines the individual education plan (IEP) team that the placement was appropriate. Occupational Therapy (OT) services have been recommended. The occupational therapist wrote a number of objectives and provide services for Adam. The functional analysis has revealed that Adam undesirable behavior occurred during the transitions. The evaluation found that assistive technologies Adam excels. No recommendations were necessary. Although the assessment of Adam has been extended and requires the hard work for the IEP team was presented with valuable information, helping the team to make recommendations for the education of Adam. The analysis also revealed that Adam was great progress made in introducing special day class.

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