Data Summary: Validation of Evidence-based Assessment Strategies to Promote Achievement in Children who are Deafblind

2009

Quality assessment establishes a foundation for an appropriate education. Children who are deafblind are often labeled ?difficult to test?, implying that the fault lies with the children, as opposed to the instruments used to test them. Assessments developed for children without disabilities are unlikely to be useful for children who experience dual sensory impairments, although they are often used to assess them. Assessments developed for children with vision or hearing impairments or for children with developmental disabilities may have some applicability, but are unlikely to be completely appropriate without adaptations. Some assessments have been developed specifically for children who are deafblind: these, however, are not likely to be supported by extensive reliability or validity studies, nor are they typically accompanied by ?normative? data. If we question the quality of the assessments conducted on children who are deafblind, then we must also question the quality of the educational decisions and the instructional programs that are based upon those assessment efforts.

Reports and monographs

Professionals

N/A