ASSESSMENT OF STUDENTS WITH VISUAL AND MULTIPLE DISABILITIES:

INDIVIDUAL DIFFERENCES, GUIDING CONVICTIONS AND MY FAVORITE THINGS

Liz Barclay, CoordinatorAssessment ProgramCalifornia School for the Blind

CSB Assessment Program Center-based comprehensive assessment

Field-based observation and consultation

Team: Teacher of Students with Visual Impairments Orientation and Mobility Specialist Speech and Language Pathologist Psychologist Technology Specialist

Vision

How does this child’s visual impairment affect learning?

Areas of Observation

  Sensory Efficiency

Biobehavioral States Sensory Modalities Use of Vision

Compensatory Skills Communication Interaction with Curriculum

Social Skills Communication

Daily Living Skills Motor Skills

  Recreation and Leisure

Motor Skills Social Skills  

Orientation and mobility Motor Skills

Technology Skills

Self-determination

Career Education

Expanded Core Curriculum Areas 

Expanded Core Curriculum Areas 

Individual differences David Warren

Guiding convictions

Parents as partners

Collaboration with the educational team, especially parents

Listening to parent and conveying that you are listening

Adam’s Mother

Essential Questions How do you feel?

What do you like?

What do you want?

What do you do? David Brown, California Deaf-Blind Services

Biobehavioral States

How do you feel?

Does this child have difficulty achieving or maintaining alert states?

Robbie Blaha, Millie Smith and Stacy Shafer

Sensory Preferences

What do you like? Vision Hearing Touch/Kinesthetic Vestibular/Proprioceptive Smell/Taste

Communication

What do you want and how do you communicate it?

Charity Rowland Assessment

Interaction with the Curriculum

What do you do? Routines

Communication Learning Media

Routines

What are the routines at home? What are the routines at school?

What is the level of participation?

Adam’s Routine