The WHO estimates that one in 160 children have an autism spectrum disorder (ASD). In 2020, the CDC reported that one in 54 children in the US is diagnosed with an autism spectrum disorder (according to 2016 data). Moreover, one in 34 boys was identified with autism, while one in 144 girls are identified with autism.

When children show signs of learning difficulties, an appropriate assessment of their skills and abilities is essential. Children need to be adequately assessed and diagnosed to be provided with the right kind of support to succeed in their academic and personal lives. When we need to gather comprehensive information about a child’s brain to understand the sources of problems, the brain’s strengths and weaknesses need to be examined. A neuropsychological evaluation is an important step and can provide some valuable insights.

An essential part of learning is evaluation or assessment. It is critical to both student and instructor. Students need to be assessed to find out whether instruction goals are being met. Assessment is an integral part of instruction and the learning experience.

Assessment affects decisions about grades, placement, advancement, instructional needs, and curriculum. Assessment makes teachers reflect on their instruction methods and practices. It makes teachers ask some difficult questions such as “are we teaching what we think we are teaching?” “Are my students learning what they should be learning?” “Is there a way I can teach this subject better, thereby promoting better learning?”

“For most people, technology makes things easier. For people with disabilities, technology makes things possible.” According to the WHO globally, more than one billion people need one or more assistive technology products. Moreover, the WHO states that assistive technology “allows people to live healthy, productive, independent, dignified lives and participate in education, the labor market, and civic life.” Assistive technology has traditionally been designed to be used by individuals with learning disabilities; much of this technology has proved useful to all of us.

Our brains begin to mature long before we are born. Our brains continue to develop most of our lives—however, brain maturity differs from one individual to another.

This should not come as a shock; when we know our bodies grow at different rates. Puberty is reached at different ages, and people reach emotional maturity at different ages. Why would we expect our brains to be any different? Having a classroom full of children of the same age or siblings of the same age does not mean that they are equally ready to learn about a specific topic or skill. It is also worth mentioning that different brain functions mature at different times.

All children need to be challenged to benefit from teachers. However, teachers must be careful to neither instruct above or below the maturity level of a child’s brain. By not teaching at the student’s brain maturity level, teachers can face problems in the classroom. Children may act out, be avoidant, challenge authority, and show aggression towards other students. For example, a child can have advanced verbal skills but might develop gross and fine motor control at a slower rate. Other children might be advanced physically but might be emotionally immature. We need to understand better how our brains mature and the characteristics of each level of brain development.