Assessments

Assessments can be requested and completed at any time of the child’s life. For the purpose of transition, the Timmins Transition Committee partners have agreed that assessments should be completed during specific transition times to ensure that the child will be fully supported as needed and allow the transition to occur as successfully as possible.

Those key transition times include:

  • For school entry
  • Changing schools
  • Changing homes
  • Going into highschool
  • Transitioning to post educational institution/employment/community programs

(Please ensure that a referral to the appropriate service that can provide the assessment is completed as soon as possible to reflect waiting lists that exists and to ensure that the assessment can be completed in a timely fashion for the purpose of the above transition times.)

(Refer to Service Coordination to help you determine who and where these assessments can be provided.)

The type of assessment completed will be dependant on the needs or concerns expressed by the child or family. These are possible assessment that may assist with assisting in understanding your child’s special needs.

Assessments completed by the Northeast Blind Low Vision Early Intervention Program include:

  • Functional Vision Assessment
  • Functional Sensory Assessment
  • Assessments completed by the CNIB include:
  • Low Vision Assessment
  • Technology Assessment
  • Orientation and Mobility Assessment
  • Independent Living Skills Assessment

The Northeast Blind Low Vision Early Intervention Program and/or the CNIB are also available to consult with other community agencies in conducting assessments to best meet the needs of children and youth with blindness or vision loss. These include:

  • Environmental assessment
  • Brail/typing
  • High technological consultation
  • Sight enhancement

Should your child/youth have other needs, these may be other assessments recommended:

  • Equipment assessment
  • Feeding assessment
  • Mobility assessment
  • Functional assessment
  • Fine motor assessment
  • Gross motor assessment
  • Sensory motor assessment
  • Psychological assessment
  • Educational assessment
  • Behavioural assessment
  • Orthopedic assessment
  • Neurological assessment
  • Dental assessment
  • Genetic assessment
  • Vision assessment
  • Hearing assessment
  • Nutrition assessment
  • Medical assessment
  • Speech and Language assessment
  • Activities of Daily Living
  • Vocational assessment
  • Medical with pediatrician, optometrist, ophthalmologist

0 – School Entry

If a child requires more than one assessment at one time, and does not have service providers already involved a referral to Specialized Children’s Assessment Team (SCAT) (Child and Family Services of Timmins and District) can be made by Service Coordinator. The Northeast Blind Low Vision Early Intervention Program and/or CNIB should also be included or consulted for assessments for children and youth who are blind or low vision to ensure assessments are geared to individuals with blindness or low vision.

Referral to private insurance companies

There would be a fee for service for private that the family would have to pay unless approved through benefits or insurance that they may have at their disposal due to accidental injury.

Age 3

At age 3 years, vision assessment

Upon request CNIB would be available to complete an environmental assessment for day care, home, school etc.

Upon request, CNIB would be available to complete a Low Vision Assessment to determine whether the child/youth could benefit from low vision aids or Technology aids.

Age 4

0-4 years

  • Vision tested by a local Optometrist.
  • Hearing Tested, usually done at birth by the Infant Hearing Program and may also be completed by a local Audiologist.

All assessments completed in March of the year the child will begin school to facilitate supports and identification prior to entry into school. It is the protocol of the Northeast Blind Low Vision Early Intervention Program and/or CNIB to refer a child to

  • W. Ross Macdonald School for English students and
  • Centre Jules-Léger for Francophone students

At least one year prior to entry into school to assist in determining if a child will be a Braille user or would need the support of a Vision Teacher or adaptations to the school curriculum for the students learning needs.

Wordplay Northeast Blind Low Vision Early Intervention Program and/or CNIB will assist a parent and child to successfully transition to school entry and become a resource to the school and parent.

W. Ross MacDonald (English)
http://www.wrossmacdonaldschool.on.ca/

Centre Jules-Leger (French)
http://www.centrejulesleger.com/

During this time period of transition to day care resources as well as school entry, the assessment process should consider:

  • Monitor impact blind/low vision has on child and his/her environment
  • Development of a baseline of child functioning.
  • Establishment of goals and programming to meet the child’s and family’s needs.
  • Ensuring an accurate picture of the child’s abilities and needs.
  • Ensuring updated goals, programming, services and supports needed as the child transitions into community programs and/or school.

Junior Kindergarten – High School

Updated assessments are completed on an ongoing basis to ensure:

  • To monitor child’s progress.
  • To update goals and programming as required.
  • To ensure appropriate services and supports are in place.
  • To ensure consistency of services and any other supports required when entering high school.

High School – Adulthood

Refer to transition section for further information

By Age 16

It is recommended that all appropriate Assessments are updated and completed between 16 and 17 years of age. (Please refer to the previous assessment sections for the types of assessments available)

  • To assist in understanding the strength and challenges and what type of planning would be required for youth/young adult’s future
  • To ensure that the youth/young adult is able to access the appropriate supports and services to enhance their opportunities for success and maximize independence.
  • To assist with coordination and advocacy of services and supports needed
  • To ensure that an effective transition plan is well established to reach the goals and future outcomes plan for the youth/young adult with blind/low vision.
  • Vocational assessment is recommended should it be available to the youth/young adult for post educational planning as well as for future employment.
  • It is recommended that the youth/young adult contact the post educational institution as early as possible to discuss the supports required to maximize success of entering into this institution
  • If a move is contemplated, determine residence/living arrangements geared to blind/low vision needs, supports that will be required
  • Including referrals to transition to appropriate agency and program supports for a person with blind/low vision and any other supports available in the area.
  • Referral for personal care assessment and support if needed to maximize independence.
  • Referral for additional assessments contemplated to support transition plan for independence. (Please refer to the previous assessment sections for further information)
  • Ontario Disability Employment Support Program (ODESP) and if appropriate (OMOD, Job Connect, Connexion D’empoi) should employment be sought.

Planning during this time should take into account which assessments will be required and what the timeframes for these will be as they may be determined by these services’ mandates and available resources. (Keeping in mind that waiting lists exist, the referral for assessments should be made as soon as possible to support access to full assessment by age 16 years to 18 years).

It is important to note that many of these services have waitlists. Therefore, it’s important to initiate a referral as early as possible.

(Please refer to the previous assessment sections for the types of assessments available)