Communication and Learning Assessments
Communication and cognition are tightly intertwined. Understanding the world and one’s relationship to it, the essence of cognition, is not easily separated from the child’s communicative abilities. (Rowland, 2009, p. 5)
The assessment of communication and learning in children who are deaf-blind is typically quite extensive and involves considerable time to both plan and carry out.
The assessment team should include an individual with expertise in assessing children who are deaf-blind. Key activities include:
- Obtaining input from multiple people in a child's life, including all team members and the family
- Using an "authentic" approach—gathering information about a child in their everyday environments and during routine activities (e.g., classrooms, with family, during transitions, while receiving therapies) (Rowland, 2009)
Standardized assessments are not usually appropriate because children with deaf-blindness are not included in the populations on which the tests are based (Rowland, 2009).
See also: Approach to Assessment
Book: Nelson, C., van Dijk, J., Oster, T., & McDonnell, A. (2009). Child-guided strategies: The van Dijk approach to assessment for understanding children and youth with sensory impairments and multiple disabilities. American Printing House for the Blind, Inc.
Book chapter: Crook, C., Miles, B., & Riggio, M. (1999). Assessment of communication. In B. Miles, & M. Riggio (Eds.), Remarkable conversations: A guide to development meaningful communication with children and young adults who are deafblind (pp. 94-123). Perkins School for the Blind.
Book chapter: Eyre, J. T. (2000). Holistic assessment. In S. Aitken, M. Buultjens, C. Clark, J. T. Eyre, & L. Pease (Eds.), Teaching children who are deafblind: Contact, communication, and learning (pp. 118-140). David Fulton Publishers.
Article: Bruce, S. M. (2010). Holistic communication profiles for children who are deaf-blind. AER Journal: Research and Practice in Visual Impairment and Blindness, 3(3), 106-114.
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.