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 peak times to ensure that the child will be fully supported as needed and allow the transition to occur as successfully and with the most ease as possible.

The type of assessment completed will be depend on the needs or concerns expressed by the child or family.

  • Developmental assessment
  • Functional assessment
  • Fine motor assessment
  • Gross motor assessment
  • Sensory motor assessment
  • Psychological assessment
  • Educational assessment
  • Behavioural assessment
  • Neurological assessment
  • Genetic assessment
  • Vision assessment
  • Hearing assessment
  • Nutrition assessment
  • Medical assessment
  • Speech and Language assessment
  • Activities of Daily Living
  • Vocational assessment

0 – School Entry

During this time period, the assessment process should consider:

  • 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 and programming as the child transitions into community programs and/or school.

Junior Kindergarten – High School

Updated assessments occur as needed:

  • Address general intellectual and adaptive (everyday living skills) functioning
  • To update goals and programming as required.
  • To ensure appropriate services and supports are in place (school support planning, access to respite, access to funding and other services).
  • Accessing assistive devices

Please refer to the previous sections for the types of assessments available.

High School – Adulthood

Psychological assessment can be helpful with particular issues around transition to adult life planning:

  • Adult independent/supported independent living
  • Residential living
  • Securing income (example: ODSP),
  • Assisting with employment support (ages 16-17)
  • Academic planning (example: entry into high school and college)
  • Speech and language assessments are provided as needed during this age range.

At age 16 it is often necessary to make a referral for a psychological assessment to support an application to ODSP.

It is often helpful to obtain a psychological assessment just prior to entry into college.

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

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