As many children and youth with Asperger Syndrome (AS) are placed in general education settings, assessing their academic skills has become a necessary component in providing educational services. Despite the increasing prevalence of this disability, no systematic academic assessment methods have been found that provide a comprehensive understanding of the academic strengths and concerns of individuals with AS. This article introduces some approaches that educational practitioners can use, while emphasizing the need for a comprehensive assessment system involving both formal and informal assessment methods as a part of educational interventions.
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