BEYOND THE COMPOSITE SCORE: A MULTI-SOURCE ASSESSMENT SYNTHESIS OF COGNITIVE, MOTOR, AND ADAPTIVE PROFILES IN A STUDENT WITH MILD INTELLECTUAL DISABILITY

Autori

  • Mark Stuart McInnes University of New England Australia, Griffith University, Australia

DOI:

https://doi.org/10.46827/ejse.v12i7.6996

Parole chiave:

mild intellectual disability, assessment synthesis, educational casework, motor barriers to learning, inclusive education

Abstract

This paper presents a case-based synthesis of six converging assessment sources for a seven-year-old student with a chromosomal abnormality and mild intellectual disability, interpreted through Berman and Graham's (2018) educational casework framework and the ATRiUM capability domains. While three independent cognitive instruments administered across four years converge on a stable Full-Scale IQ estimate, subtest-level analysis reveals marked heterogeneity, with verbal knowledge in the average range contrasting sharply with impaired nonverbal reasoning and working memory. Cross-source evidence identifies fine and gross motor delay as a systemic barrier to curriculum access, one that suppresses adaptive behaviour scores independent of conceptual ability. Attentional difficulties emerge as an under-assessed but functionally significant concern. Findings are situated within Australian legislative obligations under the Disability Discrimination Act 1992, Disability Standards for Education 2005, and the Nationally Consistent Collection of Data. The synthesis argues that rigorous, multi-method interpretation is essential to avoid deficit narratives and to support legally defensible, strengths-based, barrier-removing instructional adjustment.

Biografia autore

  • Mark Stuart McInnes, University of New England Australia, Griffith University, Australia

    Mark's passion centres on inclusive education and ensuring every student feels as though they belong, with the opportunity to reach their full potential regardless of their abilities, backgrounds, or circumstances. He believes that education is the cornerstone of social equity and that all learners deserve access to quality, supportive learning environments where they feel valued and capable. Mark recently completed a Master of Education (Special and Inclusive Education) at the University of New England, Australia, and is now completing a Graduate Certificate in Autism Studies at Griffith University. He combines his extensive community engagement experience with evidence-based pedagogical practice, and his research interests focus on inclusive frameworks, relational pedagogy, and practical strategies for embedding equity in mainstream educational settings. Mark's unique journey from policing to education enriches his understanding of systemic support, collaborative practice, and the importance of building trusting relationships to foster student success and wellbeing.

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Pubblicato

2026-09-08

Fascicolo

V. 12 N. 7 (2026)

Sezione

Articles

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