VIDBE-Q Volume 66 Issue 4
deafblindness. Well-meaning staff members may try to apply what is typically
done to your child's program, not realizing that their sensory impairment may
necessitate the need to think outside of the box. There are considerations for
assessment, processes, and service provision which are unique to this population.
The tips I mention in each of these three areas of programing are summarized in
Figure 1.
Assessment
As Emily eluded to in her introductory piece in this issue, it can be difficult
to hear definitive declarations of your child's abilities based upon assessments that
may or may have not been appropriate. It is my goal, and hopefully yours too, that
my children's abilities are never underestimated due to testing that is neither
reliable or valid; nor administered with fidelity. I also want any evaluation to
portray the whole picture. This means it should include an up to date learning
media assessment (LMA), functional vision evaluation (FVE), and low vision
evaluation. Elements of the expanded core curriculum (ECC) in which your child
may need support with in order to foster their academic and overall development,
should also be evaluated.
