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Although psychologists recognize the limitations of currently available tests for assessing the cognitive abilities of nonvocal, physically handicapped children, they continue to have responsibility for such assessment. Assessment is necessary to provide access to services, to determine the most appropriate learning environments and educational programs, and to develop effective augmentative communication systems. Providing a 'fair' assessment is difficult. There are three approaches to such assessment: the use of currently available standardized instruments that accommodate the child's mode of response indication, the use of test modifications and the use of unique test instruments developed for this population. The problems and advantages of each of these approaches are discussed. Current best practice involves a careful consideration of the referral questions; working closely with occupational and physical therapists to assure that the child is optimally positioned and is using the most efficient mode of indication; selecting assessment instruments that will both address the specific referral questions and accommodate the child's mode of indication; remaining cautious in the interpretation of the test findings; and providing frequent re-evaluations. [ABSTRACT FROM AUTHOR]

Most assessment and curriculum materials for handicapped children have been developed on the assumptions that speech will be the primary mode of communication and that the development of motor skills will parallel development in other areas. Neither of these assumptions is valid for the nonvocal, physically handicapped child. The therapist of interventionist, therefore, has few guidelines for preparing such a child to communicate. Based on a knowledge of the normal development of prelanguage communication skills, as well as experience with communication development in nonvocal children, the Augmentative Communication Team at the University of North Carolina at Chapel Hill developed a list of prerequisite skills for use of aided communication systems. These prerequisites not only serve as indicators of 'readiness' for an augmentative communication system but can also serve as a guide for preparing a child to use an aided augmentative communication system. This paper describes each of the prerequisites in detail beginning with the child's demonstrating preferences and proceeding through his or her selecting one of four pictures to communicate a choice of objects or activities. [ABSTRACT FROM AUTHOR]