Disability Assessment (DST201)

This course introduces participants to the role of psychological assessment in understanding and supporting individuals with disabilities. While participants will not be trained to administer standardised psychological tests, they will learn to interpret assessment reports and use the findings to inform planning for support in everyday settings like schools, homes, and communities. Consequently, the course includes an introduction to the typical components of psychological reports, helping participants understand how to extract and apply relevant information for assembling relevant disability support. Beyond this, the course emphasises how psychological assessment insights contribute to collaborations with families and professionals from different fields to enable inclusive practices across school, home and community settings. The course will also support participants to critically consider the limitations of current psychological tests and their implications for inclusive support planning in Singapore.

• Foundations of Psycho-Educational Assessment
• Ethical and Practical Issues in Communicating Assessment Findings
• Learning Profiles
• Linking Assessment to Programme Planning and Intervention for Individuals with Disabilities and Special Educational Needs
• Managing and Clarifying Referral Questions
• Theoretical Models to Intervention in Disabilities and Special Educational Needs I
• Contemporary Approaches to Intervention in Disabilities and Special Educational Needs
• Effective Note-Taking Practices
• Record-Keeping and Documentation Practices
• Evaluating Programme Planning and Individual Progress
• Report Writing for Case Conferences
• Collaborative Practices in Disabilities and Special Educational Needs

• Recognise and interpret the main components and findings of a psychological or psycho-educational report.
• Explain how assessment results inform the planning of personalised programmes and support for individuals with disabilities.
• Demonstrate awareness of the limitations of psychological tests and their implications for inclusive support planning.
• Design individualised support or education plans that are grounded in relevant theories and tailored to the needs of individuals with disabilities.
• Assess the effectiveness of implemented programmes or interventions in meeting individual goals.
• Analyse and communicate the outcomes of interventions using reports or by participating in case discussions or team meetings.