As part of the parent/caregiver interview, investigate information pertaining to the student and
family's history with language: primary language spoken at home and in the community,
other languages spoken in the home, the family's country of origin, the length of time the
family has lived in the U.S., the student's age
at first exposure to English, if anyone in the
family speaks English, and how fluently they
speak it. This is important to assist with interpretation of assessment results.
After relevant information has been collected
(accommodations/modifications, data from the
LPAC folder, interviews and classroom observation) the diagnostician/LSSP and the TVI
could refer to the information from the Texas
School for the Blind and Visually Impaired
(TSBVI) website regarding suggested tests,
etc., for students with visual impairments. Taking all of the previous information into account,
the diagnostician/LSSP, make a decision
based on the combined suggested guidelines
from the Council on Testing Measurements
and the American Psychological Association,
the National Association of State Directors of
Special Education (NASDSE), and the assessment suggestions from the Texas School for
the Blind and Visually Impaired website in order to plan what assessments and procedures
will be implemented in the assessment of the
student who is CLDB with a visual impairment.
The TSBVI website is: http://www.tsbvi.edu/
attachments/
EducatingStudentswithVIGuidelinesStandards.pdf
22
Combining the above guidelines when assessing
students from CLDB is not only critical in planning
appropriate assessments that lead to making the
evaluation accessible (in language and learning
