When it comes to an assessment for their child, parents are typically focused on “the diagnosis.”
Largely supported by the medical model, this approach embodies a, “Yes, he has it,” or “No, he does not have it,” perspective.
It is the belief held by many, that once one gets the diagnosis, the treatment will logically follow.
While this may be true in real medicine, I wish things were that straightforward in my world.
Apropos of that, a dad said to me, “Come on, Doc,” tell it to me straight. What’s he got,” as I wriggled in my chair trying to side-step his question.
From my perspective, assessment should identify major areas of need and what should be done next, ideally guiding you on what I refer to as “next-step thinking.”
If you are having your child assessed, important questions beyond “what’s he got” include:
- What are the identified strengths and the areas of greatest need?
- How mild, moderate or severe are the areas of need?
- How much direct instruction (i.e., tutoring) is needed?
- What is realistic to expect from the school in terms of direct instruction?
- What type of accommodations would be helpful in addition to any direct instruction?
- If no direct instruction is offered by school, how do we deal with that?
Notice, the questions are focused on the practicality of the skill needs and the consideration (ratio) of direct instruction to support and accommodation.
Takeaway Point
Let me tell it to you straight.
Assessment drives “next-step thinking.” Ask the right questions!