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VIDBE - Q Volume 6 4 Issue 1
learn based on past knowledge. What is important to future learning is the
discovery of neurological and social processes children use as they learn
and experie nce their world. Such processes include the (a) ability to
maintain and modulate state, (b) preferred learning channels, (c) ability to
learn, remember, and anticipate routines, (d) ability to accommodate new
experiences with existing schemes, (e) approach taken to solve problems,
(f) ability to form social attachments and interact with others, and finally (g)
communication modes (Nelson, et al., 2002; Nelson, et al., 2009). Once
gained, this information can be used to develop individualized education
that builds on child strengths rather than weaknesses.
In order to obtain information about how students with sensory
impairments and multiple disabilities including deafblindness learn, it is
important that students feel comfortable and secure within the ass essment
environment and thus, the foundation of the Child - guided Assessment is
the establishment of relationships with children being assessed. The
children are not stressed by having those with whom they feel most secure
leave before a new relationship is formed (Nelson, el al., 2009). Further,
the children are allowed to explore the environment and assessment
materials are selected based on the children's interests. Often, children
with sensory impairments and multiple disabilities are not fully engaged o r
