There is a similar study uploaded here in RG. See the link below:

Article Self-Determination for Students with Disabilities: Views of ...

Hi Husain,

I don't know anything about a concrete diagnostic tool, but on a more general note, here is a paper which might be useful when comparing any kind of ratings (e.g. provided by parents and teachers). Hope this helps, best, Margarita

https://www.researchgate.net/publication/262602467_How_to_assess_and_compare_inter-rater_reliability_agreement_and_correlation_of_ratings_an_exemplary_analysis_of_mother-father_and_parent-teacher_expressive_vocabulary_rating_pairs

Article How to assess and compare inter-rater reliability, agreement...

To evaluate or make rating scales of disability quotient (DQ) of a child, student, apprentice or deficient in general should always be considered as comparative.

First you should compare the subject of analysis to his group / standard chronological age of cognitive development and insertion in his group of academic learning, social or professional, with emphasis on the cultures of the families. means and existing professions, and then there are several adaptive scales inspired by the cognitive development theories, psychophysical and psychological J. Piaget, Gesell, Wallon, Freud, etc. However, all these scales should be adapted and assessed (tested) depending on the cognitive and cultural demands of the means and situations, and not taken from transcultures from other countries or means.

In general, at the level of Western civilization, there are statistics that state that there are 30% of students with ID (deficiency quotient or intellectual delay). But these are false disabled. Discover the center of interest of the students, suit methods and learning strategies, adapt the objectives to achieve in accordance with their interests and skills, and will no longer be disabled.

True disabled are certain cerebral palsy, the certain trisomies (such as trisomy 21), autistic, etc., etc.

Despite that, however, they also have certain talents, potentialities and capabilities such as, autism memories, the craftsmanship of the mongoloid, etc, etc. It is necessary to start educational activities from the pleasure of learning the subjects, the development of their potential manifests, and then encourage the development of latent potential.

Parents of such children should be taught and encouraged to get involved in the development of the capacities of their children, and through actionable operational learning develop the maximum potential of their children.

Societies and education and profissionalization officers should have adequate and specific training for such tasks and functions not only of cognitive and psychological development of these children, but also for their harmonious psycho-emotional development to social background and professional integration.