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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Effective Academic Performance Assessment in Children with Autism Spectrum Disorders 260

Pereverzeva D.S.
PhD in Psychology, Senior Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6881-3337
e-mail: dasha.pereverzeva@gmail.com

Braginets E.I.
PhD Student, Center for Education Quality Monitoring, Institute of Education, National Research University «Higher School of Economics», Moscow, Russia
ORCID: https://orcid.org/0000-0002-6703-4761
e-mail: braginetsekaterina@gmail.com

Tyushkevich S.A.
PhD in Psychology, Senior Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9029-2830
e-mail: tyushkevichsv@yandex.ru

Gorbachevskaya N.L.
Doctor of Biology, Professor, Head of Research Laboratory, Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8558-9007
e-mail: gorbachevskaya@yandex.ru

Abstract
The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

Keywords: inclusive education, universal design of assessment, autism spectrum disorders, academic assessment, iPIPS

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2020250102

For Reference

References
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