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Assessment Resources for Vision and Hearing

compiled by TSBVI Deafblind Outreach Staff

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Testing the hearing and vision of some children may be very difficult if the child does not respond in traditional ways to clinical assessment. To assist the ophthalmologist, optometrist, otologist or audiologist obtain good testing results on these children it is often helpful to conduct informal assessment prior to or in conjunction with their formal assessments. This type of informal assessment may be carried out by the educational staff and parents. Texas Deafblind Outreach has compiled a variety of assessment tools which we hope will help parents and educational staff gather functional information that may then be shared with these doctors to aid them in making a definitive determination of hearing or vision loss. These materials include those which will: guide observations and organize that information to share with medical staff; expand the range of questions to explore with the professionals to get good testing results; and help prepare the student for more formal testing procedures. Additionally, we have included materials which will aid the educational staff in determining modifications to improve programming for the child in the classroom.

These materials are in no way meant to supplant formal testing done by ophthalmologists, optometrists, audiologists or otologists. Law and common sense dictates that formal testing must be done. Rather it is meant to aid in getting good testing results on hard to test children. If you need some help using these materials, the Texas Deafblind Outreach staff is also available to help. You may request their assistance by contacting Cyral Miller, Outreach Director, at (512) 206-9242.

Your region may know of other useful vision and/or auditory assessments. TSBVI Outreach would love to share your resources! Please complete the form below to add resources to future editions.

STUDENT CATEGORY DEFINITIONS

FI = FULL INDEPENDENCE

These students are expected to achieve full Independence in adult living roles. They will probably be assessed using TAAS at their appropriate grade level. They may have additional impairments so long as they function within 2 grade levels of their chronological peers. Post high school education for these students is likely to be college, trade school, or vocational programs.

SEMI-I = SEMI-INDEPENDENCE

These students are expected to be able to live independently without direct or constant assistance. They are likely to be assessed using either the TAAS or release TAAS. These students have reading, math, and writing skills at least 2 grade levels below their chronological peers. They can complete tasks which require a moderate degree of abstraction, but they must first have a very concrete learning foundation. Post high school education for these students is likely to be a trade school or vocational program. It is expected that these students will be able to participate in competitive employment in the general job market with only minimal assistance or support.

FS = FUNCTIONAL SKILLS

These students are in 6th grade or above. If this student category is being considered for a K-5 student, assign the student to the Semi-Independent category. These students will be assessed using an alternative instrument (as opposed to TAAS). They are not expected to read, write, and/or perform mathematical computations beyond the second grade. The appropriate curricular focus for these students is on helping them to develop practical skills necessary for living as independently as possible. Their educational program is typically community based, concrete, and action oriented. These students learn best when they can practice what they are learning in age-appropriate settings which provide experience with the tasks of daily living (e.g. cooking, counting money, etc.). They are able to generalize concepts from one environment to another. The expected outcome for these students is that they will be able to participate in competitive employment with assistance, and that they will be able to live with consistent support (e.g. supported living facility, etc.).

SUP-I = SUPPORTED INDEPENDENCE

These students are expected to require continuous ongoing support as adults. They will be assessed using alternative assessment procedures. Educational programs for these students are typically community based and emphasize routines and calendar systems. These students have difficulty generalizing from one environment to another. Instructional domains typically include domestic, vocational, and recreation/leisure skills. Social competence, social interactions, emotional development, and organization skills are the emphasis of these students' instructional programming.

P = PARTICIPATION

These students have multiple impairments, which usually include severe cognitive delays, the inability to generalize from one environment to another, and the inability to use meaningful verbal communication. They are typically assessed with alternative assessment procedures which could include portfolio and biobehavioral state assessment. As adults, they are expected to require extensive ongoing support. The emphasis of their instructional program should be placed on environmental awareness and appropriate forms of communication

References used in developing these definitions include the Assessing Unique Needs (AUEN) , Texas School for the Blind and Visually Impaired's Continuum of Service document, and the Regional Student Performance Indicators (RSPI)

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Last revision: August 20, 2003