Paths to Literacy

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Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind

Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind
By Amy R. McKenzie; Journal of Visual Impairment & Blindness, v. 103 no. 4 pp. 241-245 (Apr. 2009)

The use of current assessment results is an essential part of the Individualized Education Program (IEP) process for students with disabilities. The results of assessments allow the IEP team to write accurate statements of present levels of performance and thus student-centered goals and objectives. For students with visual impairments, including students with deaf-blindness, three key assessments are performed: (1) the functional vision assessment; (2) the learning media assessment; and (3) the expanded core curriculum assessment. For students who are deaf-blind, specialized assessment and instructional techniques are necessary because of the unique impact of a dual sensory impairment. In this report, the author presents the unique considerations for conducting a learning media assessment with students who are deaf-blind, including the use of communication assessments as part of a comprehensive assessment.

Available for purchase from JVIB.
 

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