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Assessment Strategies for Students with Visual and Multiple Disabilities: A Guide for Educators

This comprehensive guide by Liz Barclay, Coordinator of the Assessment Program at the California School for the Blind, outlines effective assessment methods for students with visual and multiple disabilities. It emphasizes collaboration with educators and parents, focusing on individual differences and guiding convictions. Key areas of observation include sensory efficiency, communication, social skills, and daily living skills. This resource aims to enhance understanding of how visual impairments affect learning while promoting inclusive educational practices.

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Assessment Strategies for Students with Visual and Multiple Disabilities: A Guide for Educators

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  1. Assessment of Students with Visual and Multiple Disabilities:Individual Differences, Guiding Convictions and my Favorite Things Liz Barclay, Coordinator Assessment Program California School for the Blind

  2. 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

  3. Vision • How does this child’s visual impairment affect learning?

  4. Areas of Observation Expanded Core Curriculum Areas  Expanded Core Curriculum Areas  • 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

  5. Individual differences • David Warren • Guiding convictions

  6. Parents as partners • Collaboration with the educational team, especially parents • Listening to parent and conveying that you are listening

  7. Adam’s Mother

  8. Essential Questions • How do you feel? • What do you like? • What do you want? • What do you do? • David Brown, California Deaf-Blind Services

  9. Biobehavioral States • How do you feel? • Does this child have difficulty achieving or maintaining alert states? • Robbie Blaha, Millie Smith and Stacy Shafer

  10. Sensory Preferences • What do you like? • Vision • Hearing • Touch/Kinesthetic • Vestibular/Proprioceptive • Smell/Taste

  11. Communication • What do you want and how do you communicate it? • Charity Rowland Assessment

  12. Interaction with the Curriculum • What do you do? • Routines • Communication • Learning Media

  13. Routines • What are the routines at home? • What are the routines at school? • What is the level of participation?

  14. Adam’s Routine

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