Assessments for learners with deafblindness pose a unique challenge due to the lack of specially designed standardized tests for this population of students. Since learners with deafblindness have varying degrees of vision loss, hearing loss and possible cognitive, physical, and emotional needs, identifying a norm for assessment is difficult. An authentic approach through assessing within the student’s natural environment and familiar contexts allows for an abundance of functional information. This approach provides information to develop IEP’s that are based on the student’s accurate skills in a variety of settings over time.
Some examples of functional assessments include:
- Auditory Skills Checklist: https://successforkidswithhearingloss.com/resources-for-professionals/early-intervention-for-children-with-hearing-loss
- Classroom Observation Instrument: http://literacy.nationaldb.org/files/6413/3703/1864/CommMap_with_Instructions.pdf
- Communication Map: http://literacy.nationaldb.org/files/6413/3703/1864/CommMap_with_Instructions.pdf
- Communication Matrix: https://www.communicationmatrix.org/
- Communication Support Inventory: http://www.icfcy.org/aac
- Expressive and Receptive Signal Dictionary: http://journals.sagepub.com/doi/full/10.1177/1048395014566122d
- Forms and Functions Matrix: http://www.pent.ca.gov/cdr/f15/formfunctionmatrix.pdf
- Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities: https://www.designtolearn.com/uploaded/pdf/DeafBlindAssessmentGuide.pdf
- Child Guided Assessment: The van Dijk Approach The van Dijk child-guided assessment approach identifies child/caregiver interaction, stimulated and unstimulated behavior, social interaction, communication, and problem solving through observations. www.drjanvandijk.org