Standardized Assessments and Academic Achievement of Children With Autism and Neurodevelopmental Disorders in Ontario, Canada

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Disability Inclusion in Educational Assessment (Table 2)

Abstract

The educational trajectories of children with autism or neurodevelopmental disorders may differ from those of typically-developing children. In publicly funded schools in Ontario, Canada, children participate in standardized mathematics and literacy assessments in Grades 3 and 6. We used data from the Early Development Instrument reported by kindergarten teachers to explore the impact of autism or neurodevelopmental disorder diagnoses on test taking and academic trajectories (meeting test expectations) from kindergarten through Grade 3 and 6 using binary logistic regression analysis, accounting for sociodemographic covariates (age, sex, language). Only 19.3%-36.7% children participated in tests, and those who did largely did not meet curriculum-based expectations (10.1%-20.9%). These results indicate that assessments do not meet a diverse array of student needs.

Authors

• Rita Jezrawi, McMaster University

• Caroline Reid-Westoby, McMaster University

• Teresa Bennett, McMaster University

• James Dunn, McMaster University

• Magdalena Janus, McMaster University