ABSTRACT
This chapter focuses on reviewing and analysing information about pupil learning. It presents making assessments of pupils' attainments in learning. The chapter explores the learning outcomes in relation to the atypical development that occurs for autistic pupils. It focuses on the process of identifying specific, measurable, achievable, realistic and time-bound (SMART) targets in relation to specific contexts, learning experiences and support strategies and demonstrates progress by using the pupil as their own baseline measure. The process of assessment for learning in inclusive autism education is a cyclical one. Whether assessment is formative or summative, it will involve making interpretations of children's behaviour and informed judgements about their skills, understanding and knowledge. Accuracy in assessment is supported by the involvement of parents, who have important and unique information to contribute in building a picture of their child's learning and development. Learning outcomes in relation to social communication are organized here under the key competencies of participation, communication and thinking.
