VIDBE-Q Volume 65 Issue 2
56
Chris Russell, MS. Ed., TVI
Project Coordinator, New York Deaf-Blind Collaborative
christopher.russell@qc.cuny.edu
In an article titled "Thoughts on the Assessment of the Student with the
Most Profound Disabilities," published in a 1996 issue of the SEE/HEAR
Newsletter (Texas School for the Blind and Visually Impaired), Robbie Blaha
wrote:
Since its inception of laws providing for the free and appropriate education
for all students in this country our schools have seen a steady increase in the
population of students who are considered to have the most profound
disabilities. Although our willingness to serve these children is evident, our
understanding of these students' educational needs, assessment and
programming is still very much in its infancy. It is easy to feel we do not
know what to do with these students. Developmental checklists and
Supporting Availability for Learning: Student-Centered
Biobehavioral Assessment and Intervention for Children and
Youth with Deafblindness/Multiple Disabilities
