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| An Example of an Assessment Day | |
| Introduction | FAQs | Medico-legal | Loan library | Example
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 Just as every child is different, every assessment is necessarily different. In fact, if we tried to force every child through the same rigid assessment process, we would be letting down the child, those supporting the child, and not least ourselves. So the following example is meant merely to give an idea of how our assessments work. |
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| Jonathan is a bright eight year old who has cerebral palsy. As a result, he is unable to walk and has difficulty controlling the movement of his arms. He cannot write or use a keyboard, and poor breathing co-ordination means he cannot speak. He was referred to us by his headteacher, who sent background information and a video showing his current capabilities. After discussing his case, the ACE Centre team of teachers, occupational therapists and communication therapists offered Jonathan a day-long assessment at the Centre to explore a range of communication aids and computer software.
An ACE Centre case team was assigned to him. The key member co-ordinated the arrangements for the day to make sure that all necessary and up-to-date information was available and that all concerned knew what to expect during the assessment. He arrived with his parents, teacher, classroom assistant, occupational therapist, and speech and language therapist. Jonathan used eye-pointing and Bliss symbols to introduce everyone and say how much he was looking forward to using the computer. Over coffee, further possible development of his communication book of symbols was discussed. The first priority was to look at ways for him to control a computer, and the ACE Centre and local occupational therapists worked together to decide the best combination, type and placement of switches for him. In the next room, the others watched via a video link, and discussed his educational needs with an ACE Centre teacher. Software to enable him to record schoolwork and improve his access to the National Curriculum was identified for him to try. It was discovered that Jonathan could use two switches to control a computer most successfully when they were positioned on each side of his head. It also meant that he could begin to control a voice output communication device. His parents and the speech and language therapists identified suitable models for him to try. He had great fun using the devices to ask people to do silly things - making his dad wear a blonde wig went down well with everyone! A plan of action was agreed at the end of the day. The school occupational therapist was to deal with the switches, and his teacher was to obtain the software recommended and investigate funding for his own computer. Jonathan’s name was put on the ACE Centre loan library waiting list for a speech output device for trial before a final purchase decision. Before saying goodbye, plans were made to see Jonathan for a follow-up appointment at his school next year.
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| © 2000 ACE (Aiding Communication in Education) Centre Advisory Trust, Oxford. Registered Charity No 1040868. Email us at info@ace-centre.org.uk |
