DOWNLOAD ~ Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind (Practice Report) (Survey) ~ by Journal of Visual Impairment & Blindness ~ eBook PDF Kindle ePub Free

eBook details

Title: Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind (Practice Report) (Survey)
Author : Journal of Visual Impairment & Blindness
Release Date : January 01, 2009
Genre: Health & Fitness,Books,Health, Mind & Body,
Pages : * pages
Size : 216 KB

Description

The use of current assessment results is an essential part of the Individualized Education Program (IEP) process for students with disabilities. The results of assessments allow the IEP team to write accurate statements of present levels of performance and thus student-centered goals and objectives. For students with visual impairments, including students with deaf-blindness, three key assessments are performed: the functional vision assessment, the learning media assessment, and the expanded core curriculum assessment. For students who are deaf-blind, specialized assessment and instructional techniques are necessary because of the unique impact of a dual sensory impairment. A survey of teachers of students with visual impairments who were working with students who are deaf-blind found that only 23% conducted learning media assessments with these students (McKenzie, 2007). A similar study found that only 13.8% of the cumulative school records of students with deaf-blindness or visual and multiple impairments contained reports of learning media assessments (McKenzie, in press). McKenzie recommended that educational teams change their perception of the learning media assessment process to include its use with all students with visual impairments, including those who are deaf-blind, as well as to increase in-service and professional development opportunities for teachers of students with visual impairments regarding the use of learning media assessments with this student population. In this report, I present the unique considerations for conducting a learning media assessment with students who are deaf-blind, including the use of communication assessments as part of a comprehensive assessment.