Approach to Assessment
Assessment is the starting point of the child’s education. For better or worse, assessment results can influence educational decisions about a child for years to come. (Rowland, 2009, p. 5)
Assessment of children who are deaf-blind can be challenging even for experienced professionals. Their communication may be unconventional or at a presymbolic level. Many express themselves in subtle ways that are easily overlooked.
Assessment must consider each child as an individual, rather than focus on the extent to which a child differs from the norm. It requires an individualized approach and a combination of strategies in order to discover each child's unique abilities and needs.
The inclusion of family members is essential. They can interpret their child’s behavior and provide information about how the child behaves and interacts with others in the home and other environments.
See also: Communication and Learning Assessments
Article: Bruce, S. M., Luckner, J. L., & Ferrell, K. A. (2018). Assessment of students with sensory disabilities: Evidence-based practices. Assessment for Effective Intervention, 43(2), 79-89.
National Consortium on Deaf-Blindness. (2010). Authentic assessment.
Rowland, C. (Ed.). (2009). Assessing communication and learning in young children who are deafblind or who have multiple disabilities. Design to Learn Projects, Oregon Health & Science University.