Abstract

In the age of outcome-based reforms, where accountability and high-stakes testing are at the core of educational practices, it is important that ALL learners including those with ASD benefit from educational assessment in the general education classroom. Underlying such inclusion is a three-pronged practice that is critical for learners with autism to benefit from classroom assessment; the teachers should (i) believe in diversity, (ii) provide academic supports, and (iii) ensure continued behavioural supports. Because of the predominant use of pen and paperassessments in education, this chapter aims to empower teachers in Inclusive Educational settings to understand that learners with autism though non-verbal or minimally verbal, can access conventional educational assessments with appropriate supports. However, some learners with autism may require alternate assessments. This chapter therefore recommends that teachers should adopt tiers for assessment of learners falling within the autism spectrum within inclusive classrooms so that the learning products and assessment tasks are fair and appropriate for their abilities. Such inclusive assessments should be varied and inclusive to accommodate the diverse and highly individual needs of learners with autism. Moreover, assessments should include portfolios, reports, presentations, practical tasks, created products, performances, non-verbal assessments, as well as written and oral tests. To ensure that alternate assessment practices are credible and effective, classroom teaching needs to become more innovative by employing approaches such as universal design for learning (UDL) that accommodates diverse learning needs and styles.