D.Ed. Special Education (IDD) Notes – Paper 3, Unit 4: Assessment of students with ID
4.1. Purpose and significance of assessment for students with Intellectual disability
Assessment is a systematic process of gathering information about a child’s abilities, needs, strengths, and challenges. For students with Intellectual Disability (ID), assessment plays a very important role in understanding their current level of functioning and planning suitable educational and support services.
Purpose of Assessment for Students with Intellectual Disability
- Identification and Diagnosis
- To confirm the presence of intellectual disability.
- Helps in understanding the degree of disability (mild, moderate, severe, or profound).
- Used by professionals such as psychologists and special educators to make accurate diagnoses.
- Understanding Strengths and Needs
- Helps in identifying what the student can do independently and where they need support.
- Recognizes the student’s abilities across different domains – cognitive, communication, social, motor, and adaptive behavior.
- Educational Planning
- Guides teachers in preparing an Individualized Education Plan (IEP).
- Helps in selecting appropriate teaching strategies, materials, and activities.
- Ensures the curriculum is modified or adapted as per the student’s learning level.
- Placement Decisions
- Supports in deciding the most suitable learning environment for the child.
- Helps in deciding whether the child needs special school, inclusive education, or home-based programs.
- Monitoring Progress
- Regular assessment helps in tracking the child’s learning and development.
- Teachers can know whether the teaching methods are working or need to be changed.
- Planning for Transition
- Assessment also helps in planning the future of the child, such as vocational training, independent living, and employment.
- Supports life-skill development and social integration planning.
Significance of Assessment
- Individualized Support
- Each child with ID is unique. Assessment helps in giving personalized support, instead of using the same method for all.
- Early Intervention
- Early identification through assessment helps in providing timely intervention, which improves outcomes in learning and development.
- Involving Family and Professionals
- Assessment includes input from parents, teachers, therapists, and doctors. This team approach leads to better understanding and planning.
- Legal and Policy Requirement
- Assessment is essential to access rights and benefits under various government schemes and policies (like RPwD Act 2016, Sarva Shiksha Abhiyan, etc.).
- Promotes Inclusion
- Accurate assessment helps in placing children in inclusive settings with necessary support, promoting participation and social acceptance.
- Empowers the Child
- When a child is assessed properly and gets the right support, it improves their confidence, independence, and quality of life.
4.2. Assessment tools at Pre-school level: (e.g., Upanayan, Portage Guide to early Education, and Aarambh)
Early childhood is a critical period for a child’s development. Early identification of developmental delays or disabilities is essential for planning effective intervention. To assess children at the preschool level, special educators use specific tools that help evaluate developmental milestones across domains such as motor, cognitive, language, social, and self-help skills.
The following are key tools used in India for preschool assessment of children with developmental disabilities, especially Intellectual Disabilities (ID):
📘 Upanayan – Early Intervention Tool for Children with Developmental Delays and Disabilities
🔷 What is Upanayan?
Upanayan is an early intervention and functional assessment tool developed by the Madhuram Narayanan Centre for Exceptional Children (MNC), Chennai. It is specifically designed for children aged 0 to 6 years with developmental delays, including intellectual disabilities (ID).
It focuses on early identification, assessment, and skill-building in young children and is widely used in special schools, inclusive education programs, and early intervention centers.
🎯 Objectives of the Tool
- To assess the developmental milestones of children in key domains.
- To assist parents, special educators, and caregivers in home-based or center-based intervention.
- To monitor progress regularly and revise teaching strategies accordingly.
🧩 Components of the Upanayan Tool
1. ✅ Functional Assessment Checklist
- Contains 250 sequentially graded skills grouped under five developmental areas: DomainSkills FocusMotorGross and fine motor coordination, balance, postureSelf-helpDaily living activities like eating, dressing, toiletingLanguageListening, speaking, vocabulary, comprehensionCognitiveObject permanence, matching, sequencing, problem-solvingSocializationEye contact, imitation, play, group interaction
Each skill has a YES/NO/B (partial or needs assistance) scoring format.
2. 🗂️ Activity Cards
- Provide step-by-step guidance on how to teach each skill.
- Include:
- Title of activity
- Materials required
- Procedure (how to do)
- Expected outcome
- Visual illustrations (in some versions)
This makes it easy for parents and caregivers to implement activities at home.
3. 🧸 Assessment Materials Kit (optional with purchase)
- Includes:
- Toys
- Flashcards
- Beads, shapes, mirrors, brushes
- Items that support hands-on activities
These are used during direct interaction with the child for observation and training.
4. 💻 Optional Computer Software
- Offers:
- Digital selection of skills
- Activity planning
- Monitoring and progress tracking
This software helps special educators plan interventions more efficiently.
📝 How is Upanayan Used?
Step 1: Initial Assessment
- Use the functional checklist to assess the child.
- Mark each skill as:
- ✔️ Achieved
- ❌ Not yet achieved
- 🔄 Emerging (partial assistance)
Step 2: Planning the Program
- Select activities from the activity cards relevant to skills marked “Not Achieved.”
- Prepare IEP (Individualized Education Program) accordingly.
Step 3: Implementation
- Carry out activities using the provided materials.
- Encourage parental participation.
- Record observations.
Step 4: Review and Reassess
- After a period (e.g., 3 months), reassess to track improvement.
- Modify the program and set new goals.
👥 Who Can Use It?
- Special Educators
- Early Childhood Teachers
- Therapists (OT, PT, SLP)
- Parents (with training)
- Community-based workers (with supervision)
✅ Advantages
- Culturally appropriate for Indian children
- Affordable and easy to implement
- Suitable for home-based or school-based programs
- Encourages inclusive education
- Helps build individual learning plans (ILPs)
📎 Sample Format (Excerpt)
| Area | Skill | Achieved (✔️) | Not Achieved (❌) | Remarks |
|---|---|---|---|---|
| Motor | Walks without support | ✔️ | Walks slowly | |
| Language | Identifies body parts when named | ❌ | ✔️ | |
| Self-help | Drinks water without spilling | ✔️ | ||
| Cognitive | Matches similar pictures | ❌ | ✔️ | Needs help |
| Social | Plays alongside other children | ❌ | ✔️ | Avoids group |
📚 Reference & Access
- Official Developer: Madhuram Narayanan Centre, Chennai
- Availability: Can be purchased as a kit or accessed in training centers.
- More info: Upanayan Tool on Scribd (PDF)
📘 Portage Guide to Early Education (PGEE)
A Home-based Developmental Curriculum for Young Children
🔷 What is the Portage Guide?
The Portage Guide to Early Education (PGEE) is a comprehensive developmental assessment and teaching tool used for early intervention in children with developmental delays, including Intellectual Disability (ID). Originally developed in Portage, Wisconsin, USA, it has been widely adapted for Indian contexts, especially for children from birth to 6 years.
🎯 Objectives of the Tool
- To provide structured assessment of developmental skills.
- To offer activity-based teaching strategies for children with special needs.
- To empower parents to become active participants in their child’s development.
- To design an Individualized Educational Plan (IEP) based on child’s needs.
🧩 Components of the Portage Guide
1. ✅ Developmental Checklist
Organized under five domains, with approximately 650 skills divided across levels:
| Area | Sample Skills |
|---|---|
| Cognitive | Object permanence, matching, problem-solving |
| Language | Naming, following directions, vocabulary |
| Motor (Fine/Gross) | Grasping, crawling, walking, jumping |
| Self-help | Feeding, dressing, toileting |
| Socialization | Imitation, playing, interaction |
Each skill is:
- Clearly defined
- Developmentally sequenced
- Marked with:
- ✔️ Achieved
- ➖ Emerging
- ❌ Not achieved
2. 🗂️ Teaching Activities / Objectives Cards
Each checklist item has a corresponding objective with:
- Materials needed
- Step-by-step teaching instructions
- Reinforcement techniques
- Observation pointers
These are meant for home visits or center-based sessions.
3. 📄 Recording Sheets and IEP Planning
Includes:
- Skill Progress Sheet
- Weekly Plan Sheet
- Monthly Progress Sheet
- Parent Feedback Form
- IEP format with goals and short-term objectives
📝 How is PGEE Used?
Step 1: Initial Assessment
- Use the developmental checklist through direct observation, interview, and play.
- Mark each skill: ✔️/➖/❌
Step 2: Prepare an IEP
- Prioritize skills marked ❌ (not achieved).
- Set short-term achievable goals.
- Note child’s strengths.
Step 3: Conduct Home-based or School-based Training
- Train parents or caregivers to do daily tasks that build these skills.
- Use play-based learning and everyday materials.
Step 4: Monitor and Update
- Progress is reviewed weekly or monthly.
- Skills mastered are recorded.
- IEP is updated accordingly.
🧒 Target Group
- Children with:
- Intellectual Disability
- Global Developmental Delay
- Autism Spectrum Disorder
- Cerebral Palsy
- Children at risk (e.g., low birth weight, preterm babies)
- Age group: Birth to 6 years
📎 Sample Format (Excerpt)
| Domain | Skill Description | Status (✔️/➖/❌) | Remarks / Notes |
|---|---|---|---|
| Language | Follows simple one-step instructions | ➖ | Responds sometimes |
| Cognitive | Places shape in correct hole | ❌ | Needs hand-over-hand help |
| Self-help | Washes hands with supervision | ✔️ | Uses towel independently |
| Motor | Runs without falling | ✔️ | Enjoys running |
| Social | Waits for turn in group play | ❌ | Gets distracted easily |
✅ Advantages
- Structured and easy to follow
- Parent-friendly – uses everyday tasks
- Culturally adaptable
- Encourages collaborative learning
- Offers clear data for IEP planning
🛒 Where to Get It
- Indian versions available through:
- NIMH (now NIEPID)
- Portage Project (USA)
- Some NGO-based special education programs
Hindi translations and training modules are available in India.
📘 Aarambh: Early Intervention Tool for Children with Developmental Delays and Disabilities
(Developed by NIEPID – National Institute for the Empowerment of Persons with Intellectual Disabilities)
🔷 What is Aarambh?
Aarambh is a comprehensive early intervention assessment and training tool developed by NIEPID (formerly NIMH) for use with children from birth to 6 years who are at risk or have been diagnosed with developmental delays or disabilities, especially Intellectual Disability (ID).
It is India-specific and built to suit the cultural, linguistic, and economic context of Indian families. It is part of a community-based rehabilitation (CBR) and home-based training approach.
🎯 Objectives of the Tool
- To assess developmental skills in early childhood.
- To create Individualized Education Plans (IEPs) based on present levels of functioning.
- To involve parents and caregivers actively in the intervention process.
- To monitor progress over time in a structured manner.
🧩 Components of the Aarambh Tool
1. ✅ Developmental Domains and Checklist
The tool covers six major developmental domains:
Domain Skills Include Motor Skills Head control, reaching, grasping, crawling, walking Language Babbling, naming, forming sentences, following commands Cognitive Skills Object permanence, problem-solving, cause-effect Self-help Eating, dressing, brushing, toilet training Socialization Eye contact, sharing, turn-taking, greeting others Emotional skills Expressing likes/dislikes, managing frustration Each domain has age-appropriate milestones, divided across age bands:
- 0–6 months
- 6–12 months
- 1–2 years
- 2–3 years
- 3–4 years
- 4–5 years
- 5–6 years
Each skill is rated as:
- ✔️ Achieved
- 🔄 Partially achieved / In progress
- ❌ Not achieved
2. 🗂️ Training Modules and Activities
Each skill has corresponding training suggestions for:
- Home-based practice
- Play-based learning
- Daily routines
Instructions include:
- Materials needed
- Teaching strategy
- Tips for reinforcement
- Parental instructions
3. 📑 Progress Monitoring and IEP Formats
Includes:
- Skill Progress Charts
- Monthly and Quarterly Review Sheets
- IEP Template (Short-term + Long-term Goals)
- Parental Report Format
Helps in creating customized training plans.
📝 How is Aarambh Used?
Step 1: Initial Assessment
- Conduct observation, interview parents, and use direct testing to mark each skill.
- Tick ✔️/🔄/❌ in the checklist.
Step 2: Plan IEP
- Focus on ❌ or 🔄 areas.
- Set specific, measurable goals.
- Include parents in planning.
Step 3: Implement Home-Based Training
- Parents and special educators use simple daily-life activities.
- Use low-cost, local materials (toys, utensils, clothes, mirrors, etc.)
Step 4: Progress Review
- Assess every 3 months or as needed.
- Modify training goals based on improvement.
🧒 Who Can Use Aarambh?
- Special Educators
- Early Intervention Teachers
- Community Rehabilitation Workers
- Anganwadi Workers
- Parents (with training)
- Occupational and Speech Therapists
📎 Sample Format (Excerpt)
Age Band Domain Skill ✔️/🔄/❌ Remarks 6–12 mo Motor Sits without support 🔄 Needs balance help 12–24 mo Self-help Drinks from a cup without spilling ❌ Not tried yet 2–3 yrs Language Uses 2-word sentences 🔄 Occasionally speaks 4–5 yrs Social Greets familiar people ✔️ Smiles and says “Hi”
✅ Advantages
- India-specific and low-cost
- Covers all early development areas
- Parent-inclusive
- Easy to implement in home or Anganwadi settings
- Adaptable for rural and urban setups
📚 Access and Training
- Developed by: NIEPID, Secunderabad
- Available through:
- NIEPID website or training centers
- Special education programs and D.Ed. SE (ID) courses
- Often taught during early childhood intervention training
4.3. Assessment tools at School ages: (e.g., Madras developmental Programming system- MDPS, Behavioural Assessment Scale for Indian Children (BASIC-MR), Grade Level Assessment Device for Children with Learning Problems in Schools (GLAD), and Functional Assessment checklist for Programming (FACP), FACP -PMR)
Assessment of children with intellectual and developmental disabilities (IDD) at school age is essential for understanding their strengths and needs. This helps teachers and professionals to plan suitable educational interventions. Several standardized tools are used in India to assess the developmental, behavioral, academic, and functional skills of these children.
Below are some of the important assessment tools used in school-age children with developmental disabilities:
🧠 Tool 1: Madras Developmental Programming System (MDPS)
✅ Full Name:
Madras Developmental Programming System
🏢 Developed by:
Vijay Human Services, Chennai, India.
🎯 Purpose:
MDPS is a comprehensive developmental assessment and educational programming tool used for children and adults with Intellectual and Developmental Disabilities (IDD). It helps in assessing a child’s skills and in planning Individualized Education Plans (IEPs).
👥 Target Group:
- Children with Intellectual Disabilities
- Developmentally delayed children (age-equivalent functioning)
- Age range: Functionally 0–6 years, but used for older children and even adults with developmental delays.
🧩 Structure and Domains:
MDPS is composed of 360 items grouped into 18 Domains. Each domain has 20 items, arranged in a developmental sequence from simpler to more complex skills.
Domain No. Name of the Domain Focus Area 1 Gross Motor Skills Walking, climbing, balancing 2 Fine Motor Skills Grasping, drawing, buttoning 3 Self-Help Eating Holding spoon, chewing, self-feeding 4 Self-Help Dressing Wearing clothes, zipping, buttoning 5 Self-Help Grooming Combing hair, brushing teeth 6 Self-Help Toileting Urination control, wiping, washing hands 7 Expressive Communication Speaking, naming, describing 8 Receptive Communication Listening, understanding commands 9 Domestic Behavior Cleaning, cooking basics, chores 10 Social Behavior Sharing, greeting, group play 11 Pre-Academic Skills Identifying letters, numbers, colors 12 Functional Reading Reading signs, labels, basic instructions 13 Functional Writing Writing own name, address 14 Functional Number Concepts Counting, money, time concepts 15 Time Concept Understanding hours, days, sequences 16 Money Concept Identifying coins, using money 17 Community Orientation Using public transport, recognizing signs 18 Vocational and Occupational Activities Folding, packing, using tools
📝 How It Works:
- Each item is a specific skill stated in a positive behavioral format, like:
“Can brush teeth independently.”- Each skill is assessed as:
- Can do independently
- Can do with assistance
- Cannot do
- Based on performance, the educator or therapist identifies the starting point for training and creates an IEP.
📚 Features:
- Sequential: Items are ordered developmentally.
- Measurable: Every behavior is observable and recordable.
- Flexible: Can be administered in school, home, or clinical settings.
- Culturally Appropriate: Designed specifically for the Indian context.
- IEP Friendly: Directly supports making personalized education plans.
📈 Scoring & Interpretation:
- No numerical scoring.
- Skills are marked as “Achieved”, “Emerging”, or “Not Achieved.”
- Provides a developmental profile across the 18 domains.
- Helps track incremental progress over time.
🎓 Educational & Therapeutic Applications:
- Used by:
- Special educators
- Therapists
- Parents (with training)
- Program planners
- Helps in:
- Setting realistic goals
- Creating task analyses
- Building daily living and pre-vocational skills
✅ Advantages:
- Individualized progress mapping
- Easy to administer
- Indian context-specific
- Encourages parental involvement
- Promotes functional and life-based learning
❌ Limitations:
- Not norm-referenced (no comparison with typical development)
- Needs trained assessors for accurate interpretation
- Not suitable for children with only academic challenges without ID
📚 References:
- National Trust India: Curriculum for MDPS
- Vijay Human Services Publications
- Rehabilitation Council of India (RCI) approved training materials
- NCERT and NIEPID reports on functional assessment tools
🧠 Tool 2: Behavioural Assessment Scale for Indian Children with Mental Retardation (BASIC-MR)
✅ Full Name:
Behavioural Assessment Scale for Indian Children – Mental Retardation (BASIC-MR)
🏢 Developed by:
Dr. A. K. Sinha and Dr. B. K. Karna
Published by: National Institute for the Mentally Handicapped (NIMH), now NIEPID – Secunderabad (India)
🎯 Purpose:
BASIC-MR is a comprehensive assessment tool developed for evaluating adaptive behavior, problem behavior, and training needs in Indian children with Intellectual Disability (ID).
It helps in understanding both strengths and areas that need intervention.
👥 Target Group:
- Children with Mental Retardation (now referred to as Intellectual Disability)
- Age range: 3 to 18 years
- Usable in school, home, and institutional settings
📦 Structure of BASIC-MR:
It is divided into two parts:
🔹 PART A: ADAPTIVE BEHAVIOR SCALE
Domains (10 areas):
Domain No. Area of Functioning Description 1 Self-help Skills (Eating, Dressing, Toileting) Daily living activities 2 Communication Understanding and using language 3 Motor Skills Gross and fine motor activities 4 Domestic Skills Housework, cooking assistance 5 Socialization Interaction, manners, friendship 6 Pre-academic/Academic Skills Number skills, alphabets, reading 7 Occupational Skills Basic work habits, simple jobs 8 Time and Money Concept Understanding day, time, currency 9 Prevocational Skills Routine, packaging, sorting 10 Leisure Activities Playing, watching TV, hobbies Each area has 20 items, arranged in a hierarchical (simple to complex) sequence.
📝 Scoring System:
- 2 = Performs Independently
- 1 = Performs with Assistance
- 0 = Cannot Perform
Each domain can score a maximum of 40 points.
Higher scores indicate better adaptive behavior.
🔹 PART B: PROBLEM BEHAVIOR SCALE
This part identifies behavioral challenges or maladaptive behaviors that interfere with learning or adjustment.
It includes 8 problem behavior areas, like:
- Violent and aggressive behavior
- Repetitive behavior
- Temper tantrums
- Self-injurious behavior
- Socially offensive behavior
- Overactivity or inattention
- Withdrawal or isolation
- Fear and anxiety
Scoring:
- Each behavior is noted as:
- Present
- Absent
- Severity (Mild, Moderate, Severe)
This part helps in planning behavior modification programs.
🔎 Administration:
- Can be used by:
- Special educators
- Psychologists
- Therapists
- Parents (under guidance)
- Method: Interview with parent/caregiver + observation
- Time required: Around 1–2 hours per child
📚 Use of Results:
- To identify training needs
- To plan individualized educational or behavior programs (IEP/IBP)
- To track progress over time
- To assess child’s readiness for mainstreaming or vocational training
🎓 Educational & Therapeutic Benefits:
- Determines functional age
- Helps classify the level of ID (Mild/Moderate/Severe)
- Identifies strengths and weaknesses
- Helps in goal setting for life skills, behavior, and academics
✅ Advantages:
- India-specific and culturally adapted
- Easy to use and understand
- Covers both positive (adaptive) and negative (problem) behaviors
- Provides quantitative and qualitative data
❌ Limitations:
- Requires training to administer properly
- Time-consuming for large groups
- Depends partly on caregiver report, which may be biased
📚 References:
- Sinha, A. K., & Karna, B. K. (2000). BASIC-MR Manual, NIMH, Secunderabad
- National Institute for the Empowerment of Persons with Intellectual Disabilities (NIEPID)
- RCI Course Content for D.Ed. Special Education IDD
- Research studies and field applications in Indian settings
📘 Tool 3: Grade Level Assessment Device (GLAD)
✅ Full Name:
Grade Level Assessment Device for Children with Learning Problems in Schools (GLAD)
🏢 Developed by:
National Institute of Open Schooling (NIOS), formerly known as National Open School (NOS), India
🎯 Purpose:
GLAD is used to assess academic performance of children with learning difficulties, slow learners, and children with intellectual disabilities.
It helps in identifying the current grade-level functioning of a student in different school subjects.
It is especially helpful in preparing Individualized Educational Plans (IEPs) and designing remedial instruction.
👥 Target Group:
- Children with:
- Learning disabilities (LD)
- Mild intellectual disability
- Academic backwardness
- Age group: 6 to 14 years (functionally within Classes I–V)
📦 Structure and Coverage:
GLAD consists of graded question banks designed in three major subject areas:
| Subject Area | Class Levels Covered |
|---|---|
| 1. Language | Classes I to V |
| 2. Arithmetic | Classes I to V |
| 3. Environmental Studies (EVS) | Classes I to V |
Each subject includes graded competencies appropriate for the corresponding class level in Indian schools.
🧩 Domains and Sub-Skills:
1. Language (Mother Tongue or Second Language)
- Reading simple words/sentences
- Picture-word matching
- Comprehension of simple text
- Writing alphabets, words, short sentences
- Grammar usage (e.g., verbs, plurals)
2. Arithmetic
- Number recognition
- Counting
- Basic operations (addition, subtraction, multiplication, division)
- Word problems
- Time, Money, Measurement concepts
3. Environmental Studies (EVS)
- Self and surroundings
- Family and neighborhood
- Health and hygiene
- Plants, animals, seasons
- Transport and communication
📝 How It Works:
- Each subject is assessed in a step-by-step, class-wise format
- Teachers present questions starting from Class I level, and move up
- If the child fails to perform at one level, testing stops at that point
- The highest level completed successfully is considered the Grade Level of Functioning (GLF)
📊 Example:
A student who completes Class II-level Arithmetic tasks but cannot do Class III ones is said to be functioning at Grade Level II in Arithmetic.
📈 Scoring and Interpretation:
- Scoring is qualitative and descriptive
- Marks are not emphasized; instead, functional academic level is recorded
- Results help in planning realistic and achievable educational goals
📚 Application in Special Education:
- Helps teachers in:
- Identifying learning gaps
- Designing remedial teaching strategies
- Grouping students with similar learning levels
- Used for:
- Curriculum adaptation
- Tracking progress over time
- Preparing IEPs and report cards
✅ Advantages:
- Indian curriculum-based
- Easy to use by regular and special educators
- Focuses on functional performance, not failure
- Child-friendly and non-threatening format
- Flexible and adaptable to multilingual settings
❌ Limitations:
- Not norm-referenced
- Doesn’t cover higher classes (beyond Class V)
- Needs teacher training for effective use
- Not designed for students with severe or profound disabilities
📚 References:
- National Institute of Open Schooling (NIOS) Guidelines and GLAD Manual
- NIMH/NIEPID reports and RCI D.Ed. curriculum
- Inclusive Education Resource Materials, NCERT
- Open School curriculum adaptation guides for children with special needs
🧾 Tool 4: Functional Assessment Checklist for Programming (FACP)
✅ Full Name:
Functional Assessment Checklist for Programming
🏢 Developed by:
Dr. A. K. Sinha and Dr. B. K. Karna
Published by: National Institute for the Mentally Handicapped (NIMH), now called NIEPID, Secunderabad
🎯 Purpose:
The FACP is used to assess the functional abilities and behavioral challenges of individuals with Intellectual Disabilities (ID).
It focuses on helping teachers and caregivers develop Individualized Education Programs (IEPs), rehabilitation plans, and training strategies suited to each person’s abilities.
It provides a complete view of what a child can do independently, with assistance, or cannot do at all.
👥 Target Group:
- Children and adults with Intellectual Disabilities
- Covers a wide functional age range: from below 3 years up to 18 years or more
- Especially useful in special schools, rehabilitation centers, and inclusive settings
📦 Structure of FACP:
FACP has two main parts:
🔹 PART A: Functional Skill Areas
Covers five domains of daily life functioning, with developmental levels (chronological/functional ages) grouped into:
- 0–3 years
- 3.1–6 years
- 6.1–9 years
- 9.1–12 years
- 12.1–15 years
- 15.1–18 years
The 5 Domains:
| Domain | Description |
|---|---|
| 1. Self-Help Skills | Eating, dressing, bathing, toilet use, grooming |
| 2. Communication | Expressive and receptive language, gestures, symbols |
| 3. Socialization | Playing, sharing, following social rules, peer interaction |
| 4. Motor Skills | Fine and gross motor control, walking, holding objects |
| 5. Academic Skills | Recognizing alphabets, numbers, reading, writing, basic math |
📝 Scoring System (for each item):
- 2 = Performs independently
- 1 = Performs with assistance
- 0 = Cannot perform
💡 Based on scores, the teacher or evaluator identifies the child’s functional age in each domain.
🔹 PART B: Maladaptive Behavior Checklist
This part is used to assess problematic or inappropriate behaviors that interfere with functioning and learning.
Behavioral Domains:
- Violence & Aggression (e.g., hitting, biting)
- Self-injury (e.g., head-banging, hand-biting)
- Stereotypy (e.g., body rocking, hand flapping)
- Withdrawal (e.g., avoiding social contact)
- Inappropriate Sexual Behavior
- Destructiveness
- Eating Problems (e.g., overeating, pica)
- Toileting Issues
- Emotional Problems (e.g., crying, irritability)
📝 Scoring:
- Present or Absent
- If present, mark severity:
- Mild
- Moderate
- Severe
🔎 Administration:
- Used by special educators, clinical psychologists, therapists, and rehabilitation professionals
- Data collected through:
- Observation
- Interviews with caregivers/teachers
- Time required: ~1.5 to 2 hours per individual
📚 Uses of FACP:
- To develop individualized goals
- To plan functional and life skills training
- To identify areas of behavioral intervention
- To monitor progress over time
- To prepare reports for curriculum adaptation and vocational readiness
🎓 Educational and Therapeutic Application:
- Teachers use it to identify specific skill gaps
- Helps in designing activities for:
- Self-help training
- Behavior modification
- Academic support
- Supports inclusive education by showing what support a child needs
✅ Advantages:
- India-specific and culturally appropriate
- Covers both skills and problem behaviors
- Easy to use with clear rating system
- Supports planning of practical life-based education
❌ Limitations:
- Requires professional understanding to interpret results properly
- Not suitable for assessing high-functioning children or those with mild LD only
- Partially subjective (relies on caregiver report)
📚 References:
- Sinha, A. K. & Karna, B. K. (2000). Functional Assessment Checklist for Programming (FACP), NIMH/NIEPID, Secunderabad
- Rehabilitation Council of India (RCI) – D.Ed. Special Education Course Content
- Indian Journal of Disability & Rehabilitation – Case applications of FACP
- Inclusive education and curriculum adaptation materials (NCERT, NIEPID)
🧾 Tool 5: Functional Assessment Checklist for Programming – Persons with Mental Retardation (FACP–PMR)
✅ Full Name:
Functional Assessment Checklist for Programming – Persons with Mental Retardation (FACP–PMR)
🏢 Developed by:
National Institute for the Mentally Handicapped (NIMH) — now called NIEPID (National Institute for the Empowerment of Persons with Intellectual Disabilities), Secunderabad, India
🎯 Purpose:
FACP–PMR is used to:
- Assess the functional ability of individuals with Intellectual Disability (ID).
- Plan educational, training, and rehabilitation programs.
- Develop Individualized Education Programs (IEPs) and Individualized Training Plans (ITPs).
This tool gives a comprehensive picture of what a person can do, needs help with, or cannot do in daily life.
👥 Target Group:
- Children, adolescents, and adults with mild to profound levels of intellectual disability
- Applicable in:
- Special schools
- Vocational training centers
- Sheltered workshops
- Home-based programs
📦 Structure of FACP–PMR:
FACP–PMR is a revised and simplified version of the general FACP tool (explained previously), made specifically for practical training and use by teachers and caregivers.
It is organized into two broad parts:
🔹 PART A: Functional Skill Assessment
Assesses core life skills required for independent or semi-independent living.
Main Domains:
| Domain | Description |
|---|---|
| 1. Self-help Skills | Eating, dressing, toileting, hygiene |
| 2. Communication | Verbal and non-verbal, expressive and receptive |
| 3. Social Skills | Interaction, manners, group behavior |
| 4. Motor Skills | Gross and fine motor control |
| 5. Functional Academics | Reading signs, money concepts, basic literacy |
| 6. Vocational Skills | Work-related tasks, simple job roles |
Each skill is rated as:
- 2 – Performs independently
- 1 – Performs with assistance
- 0 – Cannot perform
➡️ The scores help in identifying current functional levels and age equivalence in each area.
🔹 PART B: Behavioral Assessment (Maladaptive Behaviors)
This section identifies problem behaviors that hinder learning, social acceptance, or work performance.
Behavioral Areas:
- Aggression
- Stereotyped behavior
- Non-cooperation
- Hyperactivity
- Social withdrawal
- Self-injury
- Inappropriate sexual behavior
- Attention-seeking behavior
- Disobedience
Each behavior is recorded as:
- Present/Absent
- Severity level: Mild / Moderate / Severe
📝 Administration:
- Carried out by special educators, rehabilitation professionals, or trained caregivers
- Uses:
- Observation
- Informal tasks
- Interview with parents/caregivers
- Time: Around 1.5 to 2 hours per individual
🔍 Interpretation:
- Scores help in understanding the functional age level and training needs
- Focuses on what the person can do, not what they can’t
- Assists in designing:
- IEPs for school-going children
- Vocational and daily living skills training for adults
📚 Use in Special Education:
- Helps in setting realistic learning goals
- Promotes individual-centered planning
- Used for:
- IEPs (Individualized Education Programs)
- ITPs (Individualized Training Plans)
- Curriculum adaptation
- Behavior modification programs
✅ Advantages:
- India-specific, suitable for Indian social and cultural settings
- Simple and easy to use for teachers and caregivers
- Focuses on real-life functional skills
- Useful across age groups and severity levels
- Can be used for both educational and vocational planning
❌ Limitations:
- Not standardized for IQ estimation
- Some subjectivity in behavior ratings
- Not designed for children with specific learning disabilities or autism
📚 References:
- FACP–PMR Manual, NIMH/NIEPID Publications
- Rehabilitation Council of India (RCI) – D.Ed. Special Education Curriculum
- Indian Journal of Clinical Psychology – Practical use of functional checklists
- Resource materials on IEP and ID management (NIEPID, NCERT)
4.4. Preparation of material for assessment of various skills.
Assessment is a process of collecting information about a child’s abilities, needs, and development. For children with Intellectual Disabilities (ID), assessment helps in planning effective teaching and intervention. To assess various skills, we need to prepare suitable and well-designed materials. These materials help the special educator to observe and measure the child’s performance in different areas like communication, motor, social, cognitive, and daily living skills.
Why Preparation of Material is Important?
- Children with intellectual disabilities learn and respond in different ways.
- Standardized tools may not always be appropriate.
- Prepared materials should be child-friendly, simple, and relevant.
- Customized materials can give a clear picture of what a child can and cannot do.
- Helps in functional and curriculum-based assessment.
Areas of Skill Assessment
We prepare assessment materials based on the following skill areas:
- Cognitive Skills
- Problem-solving
- Attention
- Memory
- Understanding of concepts (big/small, more/less, etc.)
- Language and Communication Skills
- Receptive language (understanding)
- Expressive language (speaking)
- Use of signs or gestures
- Motor Skills
- Gross motor: walking, running, jumping
- Fine motor: holding a pencil, buttoning, picking small objects
- Social and Emotional Skills
- Interacting with others
- Understanding emotions
- Following social rules
- Self-help and Daily Living Skills
- Eating, dressing, toileting
- Hygiene and personal care
- Academic Readiness Skills
- Pre-reading and pre-writing skills
- Number concepts
- Matching, sorting, classification
Steps in Preparation of Assessment Material
1. Identify the Skill to be Assessed
Before preparing the material, clearly identify the skill area. For example:
- To assess matching skill → prepare matching cards.
- To assess self-help skills → observe child using daily living objects.
2. Set Clear Objectives
- What do you want to observe or measure?
- For example, “The child will match colors” or “The child will use a spoon to eat.”
3. Choose the Right Material
- Select material that is simple, attractive, and age-appropriate.
- Prefer real objects over pictures if possible for better understanding.
- Use safe and non-toxic items.
4. Customize for the Child’s Level
- Modify materials based on the child’s developmental level.
- Break the task into small steps.
5. Use of Visuals and Tactile Elements
- Use pictures, flashcards, toys, charts, textured objects, etc.
- For non-verbal children, use picture exchange or communication boards.
6. Test the Material Before Use
- Try the material with other children to ensure it is clear and usable.
- Make changes if the material is too difficult or too easy.
Examples of Assessment Material
| Skill Area | Assessment Material Example |
|---|---|
| Matching skills | Flashcards of similar shapes/animals |
| Color identification | Colored blocks or crayons |
| Gross motor skills | Small obstacle course, ball for throwing |
| Fine motor skills | Beads for stringing, puzzles |
| Self-help skills | Buttons, zippers, feeding utensils |
| Communication | Picture cards for naming, storybooks |
| Academic readiness | Number and alphabet flashcards, sorting trays |
Important Points to Remember
- Material should be safe and suitable for the child’s age and ability.
- Use culturally relevant objects and pictures.
- Materials should not be too complex or confusing.
- Engage the child and make the process enjoyable.
- Record observations during the activity.
- Materials should be reusable and durable.
4.5. Documentation of Assessment Result, Interpretation, Report Writing.
Assessment is not complete without proper documentation, interpretation, and report writing. For children with Intellectual Disabilities (ID), it is important to keep clear records of their abilities, challenges, and progress. A well-prepared report helps in planning educational programs, sharing information with parents, and working with other professionals.
1. Documentation of Assessment Results
What is Documentation?
Documentation means recording and organizing all the information collected during the assessment process.
Purpose of Documentation:
- To keep a systematic record of the child’s performance.
- To track progress over time.
- To share findings with teachers, therapists, and parents.
- To help in Individualized Education Programme (IEP) planning.
- To ensure legal and ethical accountability.
What Should Be Documented?
- Child’s personal details: name, age, gender, diagnosis, etc.
- Date and type of assessment
- Assessment tools used
- Areas assessed: cognitive, motor, communication, self-help, etc.
- Child’s response/performance in each area
- Observations during the assessment (e.g., attention level, behaviour)
- Scores and results from standardized/non-standardized tools
- Parent/caregiver input (if collected)
How to Document?
- Use structured formats or templates.
- Maintain clarity, objectivity, and accuracy.
- Avoid vague language (e.g., “child was okay”) – be specific (e.g., “child followed 2-step instructions with prompts”).
- Include both quantitative (scores) and qualitative (behavioural) observations.
2. Interpretation of Assessment Results
What is Interpretation?
Interpretation is the process of understanding and explaining what the assessment results mean.
Purpose of Interpretation:
- To identify strengths and needs of the child.
- To understand the level of functioning.
- To guide educational planning.
- To communicate the results in a clear and meaningful way.
How to Interpret Results:
- Compare the child’s performance to developmental norms or peer group.
- Analyze results in each domain (e.g., communication, social, motor).
- Look at the child’s environment and behavior during assessment.
- Consider factors like attention span, motivation, and cooperation.
- If standardized scores are used, explain what they mean (e.g., below average, average).
- Don’t rely only on scores – include real-life examples of what the child can do.
Example of Interpretation:
- “The child shows age-appropriate fine motor skills but has delays in expressive language. He requires support to communicate his needs and interacts mostly through gestures.”
3. Report Writing
What is Report Writing?
It is the process of presenting the assessment results and interpretation in a written format. It should be easy to read, professional, and useful for planning interventions.
Purpose of Report Writing:
- To share findings with parents, educators, therapists, and school authorities.
- To provide a baseline for IEP development.
- To serve as an official record for further references.
Components of an Assessment Report:
| Section | Details |
|---|---|
| 1. Cover Page | Name of child, date of assessment, assessor name, institution |
| 2. Background Information | Child’s age, family background, medical history, referral reason |
| 3. Tools Used | List of standardized/non-standardized tools or checklists used |
| 4. Observations | Behavior, attention level, motivation during the session |
| 5. Assessment Results | Skill-wise performance: communication, cognitive, motor, etc. |
| 6. Interpretation | Meaning of results: strengths, needs, comparison to norms |
| 7. Recommendations | Suggestions for intervention, therapy, school placement |
| 8. Conclusion | Summary of key findings |
| 9. Signature & Date | Assessor’s name, designation, date of report |
Tips for Writing a Good Report:
- Use simple and respectful language.
- Keep it short but complete.
- Avoid technical terms or explain them clearly.
- Do not label the child negatively.
- Focus on what the child can do, not only what they cannot.
- Ensure confidentiality of the child’s information.
