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
