Unique Considerations for Assessing the Learning Media of Students who are Deaf-Blind

Measuring The Longitudinal Communication Growth Of Learners Who Are Deafblind

“…(1) preintentional behavior (engaging in a behavior without the intent to communicate); 2intentional behavior (non-communicative in nature such as picking up a favorite object without intending to communicate); 3 Any interventions or teaching methods chosen for use with learners who are DB should be embedded into each activity, administered in natural environments, and be included in social interactions (Ferrell et al, 2014;Goodall & Everson, 1995;Luckner et al, 2016;MacFarland, 1995;McLetchie, 1995;Wheeler & Griffin, 1997). In addition, any chosen approaches should attend to communicative form, function, mode, content, and context (Bashinski, 2011;Bruce, 2002;Crook, Miles, & Riggio, 1999a, 1999bFerrell et al, 2014;McKenzie, 2009;Miller et al, 2011).…”

“…A crucial part of the IEP process for learners with disabilities is the use of current assessment data. These data drive the creation of student-centered goals and objectives and provide the information necessary for the team to write precise present level of performance statements (McKenzie, 2009) and transition plans. Moreover, decisions regarding eligibility for service provision require current comprehensive assessment information (Lewis & Russo, 1998).…”

“…To ensure a comprehensive evaluation of the child"s skills is completed, the following assessments should be conducted in addition to the information described previously (i.e., medical information, prior educational records, reports of other diagnostic tests)  medical reports (i.e., vision and hearing tests; Dammeyer, 2010),  functional vision assessment (FVA) including an appraisal of the student in all the skill areas at risk due to the presence of the VI (i.e., concept development and academic skills, communication skills, social-emotional skills, sensory-motor skills, and orientation and mobility skills (Dammeyer, 2010;Lewis & Russo, 1998;McKenzie, 2009),  functional hearing assessment/functional listening evaluation (FLE; Dammeyer, 2010;IDEA, 2004;Koenig & Holbrook, 1995;McKenzie, 2007McKenzie, , 2009McLetchie, 1993;Michael & Paul, 1991),  learning media assessment (LMA; Ferrell et al, 2014;McKenzie, 2007McKenzie, , 2009,  expanded core curriculum assessment (ECC;McKenzie, 2009),  informal evaluative instruments and processes, including dynamic assessments and interviews of team members (e.g., family, interpreter, intervener, teacher, etc.) who are most familiar with the learner (Blaha & Carlson, 2007;Chen et al, 2009;Eyre, 2002;Holte et al, 2006;Nelson, Janssen, Oster, & Jayaraman, 2010), and  formal assessment instruments (e.g., state assessments).…”

“…When at a clinic, the learner is not in his/her natural setting which could also negatively impact the vision evaluation. An FVA, conducted in various natural settings, will provide critical information for the assessment process, therefore, the report obtained from a low vision clinic can be used as supplemental, but should not be relied upon as a true test of the learner"s functional vision skills (McKenzie, 2009).…”

“…formally every three years (McKenzie, 2009). The central objective of an LMA is to determine a student's preferred use of sensory channels, general learning media (visual, tactile, or auditory), and literacy media (print, braille, or print and braille).…”