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With intellectual disabilities, when verbal impairments are joined to dyspraxia, the persons cannot speak and write as well as they have difficulties using gestures and in the card selection to communicate. For when any other assessment about learning becomes difficult, multiple choice tests were designed to allow some corrections. Here that evaluation method was applied to a home-based individualised educative programme, developed with a nonverbal student with autism spectrum disorder, Down syndrome, and cerebellar damage, through eight years (age: 14–21 years) by four different educators. The study was carried out cataloguing and valuing 268 multiple choice tests, analysing the data and interpreting them in light of the complex pathology of this adolescent, his education and his life. The assessment seems to be reliable for a high (negative) correlation between the grade and the p-value (i.e. the probability that the answers were guessed by chance); the method of allowing corrections seems to give better results than usual, despite the penalisation of the errors; the testing artefacts seem to influence the results; the best achievements were obtained in science and in spelling, while in literature, geography, and history they were sufficient in mean, even when using two different languages.

Multiple Choice Tests to Assess Academic Achievements in Down Syndrome and Autism Spectrum Disorder. A Longitudinal Single Case Study