Neurological Disorders – Assessment

By Jodie, Kelsey, Christianne, and Tanya

 

As per Winzer (2008)

A huge range of neurological disorders exists. Some are associated with impairments of the nervous system, others result from diseases and accidents. For many children, the decreased range of motion, the reduced strength of movement, or the addition of unwanted or uncontrolled movement affect the way they perform. Conditions such as Cerebral Palsy, Spina Bifida, Hydrocephalus, Epilepsy, Tourette Syndrome, Head Trauma and Fetal Alcohol Spectrum Disorders are require detailed assessments.

Many of the conditions require intensive medical diagnosis and management.  Vision and hearing assessments are crucial. Children may meet with a neuropsychologist – a specialist in understanding and treating problems that occur following damage to the brain.  Following this assessment, teachers may gather information on interactions with peers, problem-solving skills, frustration tolerance, reading and writing skills, and attending behaviour.  Assessors are challenged to find ways to circumvent the disabilities in order to provide accurate assessment results as well as to find tools and procedures that reflect a child’s knowledge and skills, not disabilities. Regular and periodic assessment of development and communication and motor movement provides data about how many skills a child has developed, what type of skills they are, and how they are used.  Motor assessments are usually conducted by physical or occupational therapists who have in-depth knowledge of the neurobiological system and can recognize the impact of specific impairments on movement and stability. A motor assessment considers physical status, mobility, and functional aspects (how the child uses motor skills.)

 

 

Winzer, M. (2008). Children with exceptionalities in Canadian classrooms (8th ed.). Toronto,

            Canada: Pearson Prentice Hall, pp. 423-456