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 most ease as possible.
The type of assessment completed will be dependant on the needs or concerns expressed by the child or family.
The following assessments may be recommended to support the child in school as well with the areas of difficulty.
Should there be multiple assessments requested a referral to Specialized Children’s Assessment Team (SCAT) may be an option through the Child and Family Services of Timmins and District.
- Psychological assessment
- Educational assessment
- Equipment assessment
- Functional assessment
- Fine motor assessment
- Sensory motor assessment
- Behavioural assessment
- Neurological assessment
- Genetic assessment
- Vision assessment
- Hearing assessment
- Audiological assessment
- Medical assessment
- Speech and Language assessment (SLP)
- Adaptation Daily Living assessment
- Vocational assessment
- Central Auditory Processing Assessment (CAP)
Junior Kindergarten – High School
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.
Updated assessments are completed ongoingly:
- 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 physical, staff and any other supports into high school.
Please refer to Assessments for the types of assessments available.
High School – Adulthood
Updated assessments may be required at this time to reflect effective transition plan to post secondary education and / or adult community services.
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.
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 referral adult services to reflect process for assessments.