Division on Visual Impairments

VIDBE-Q 65.1 Winter 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 65 Issue 1 Assessment Appropriate instructional programs are grounded in comprehensive assessment conducted by individuals who are familiar with the child, deafblindness, and the instruments and procedures being used (Ferrell, et al, 2014; Bruce, Luckner, & Ferrell, 2018). Comprehensive assessment includes ongoing evaluation of student performance, the instructional program, and environments (Riggio & McLetchie, 2008). Dynamic approaches, such as the van Dijk approach to assessment, are important to understanding how the child learns in the context of new and familiar activities (Nelson, van Dijk, McDonnell, & Thompson, 2002; Nelson, van Dijk, Oster, & McDonnell, 2009). EBPs in assessment are at the emerging level (relying largely on practitioner literature) and include the following recommendations: the use of informal assessment instruments and procedures (not just formal instruments); conduct assessments across environments; early childhood assessment should identify family needs and strengths; and conduct functional hearing assessment, functional vision assessment, and learning media assessments. Additional EBPs are to use person centered approaches to assessment; individually select assistive technologies based on assessment; align accommodations stated in the IEP with those used in the classroom and in assessment; assess the

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