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.
Assessments can be described as being formal or informal. Many areas of speech language development can be assessed more specifically, including:
- Phonology / articulation,
- Expressive language,
- Receptive language,
- Pragmatic / social language skills
- Fluency ( stuttering)
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 – Hign 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 supports into high school.
High School – Adulthood
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 in order to determine eligibility.