What is included in special education eligibility testing depends largely on
a) referral question(s): if you state anxiety and adapting to changes in routine as concerns, you are much more likely to have assessments in those areas (social-emotional, executive functions, ASD). If they don't know your concerns, there's no reason they would or should waste your child's time on what they would believe was unnecessary testing.
b) assessor(s): good evaluators will add assessments (if a relatively open-ended consent was signed) to follow up questions raised during the course of the evaluation, or request additional assessment during the timeline, or as an outcome of the evaluation. I know I am not the only professional who does this routinely.
c) available instruments: certain instruments are outside of the budget of the typical school system, or infrequently needed in schools, and thus less likely to be accessible to school-based evaluators (e.g., DKEFS, TOVA). I would ask for the assessment anyway, and let them describe available alternatives.
In order to maximize the probability that the school will assess in your areas of concern, make sure you list them with some specificity on the letter requesting evaluation. When the consent form comes, you can also write on additional assessments (the signature options are: consent in full, consent in part (list), consent with additions (list), reject in full).
