Assessing Children: Introduction

In this section about assessment, I will discuss the theories that most significantly contributed to my theoretical and practical work.

Typical children are often assessed using standardized tests or checklists. In some cases, instruments like these also exist for atypical populations, such as the Intelligence Test for Visually Impaired Children (ITVIC), or the Snijders-Oomen Non-Verbal Intelligence Test for deaf children (SON).

These tests are standardized on a representative group of children. The children carry out tasks according to a strict procedure.

The testing instruments designed for hearing impaired children primarily use visual materials and the testing materials for visually impaired children can be touched. For deafblind children, standardized instruments like these are not available (though a group of experts on deafblindness is trying to develop such an instrument).

Nevertheless, parents and educators want to foster a deafblind child’s development, determine the child’s best school placement and have a better understanding of their child’s/student’s future.

Last, but not least, they want to know if their child will remain highly dependent on others throughout life or develop sufficient social and economic skills to live in relative independence.

How do I respond when confronted with these questions? When asked to conduct an assessment, the first thing I do is clarify the questions:

After we have the answers on these questions, the Actual Assessment can take place.


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