Overview of assessment for deaf and hard of hearing students. Issue 3 (12th November 2019)

• Record Type: Journal Article
• Authors: Neild, Raschelle; Fitzpatrick, Michael
• Other Names: Clark M. Diane guestEditor.; Neild Raschelle guestEditor.
• Is Part Of: Psychology in the schools. Volume 57:Issue 3(2020)
• Page Start: 331
• Page End: 343
• Publication Date: 2019-11-12
• Subjects: American sign language -- assessment -- deaf -- differentiated instruction -- hard of hearing -- individuals with disabilities education improvement act -- universal design for learning; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22317
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Historically assessing deaf and hard of hearing (D/HH) students has been a daunting challenge. Although significant strides have been made, there continues to be a dearth of research and literature specifically addressing the endemic challenges multidisciplinary teams encounter when assessing D/HH students. This article delineates a historical overview, purpose of assessment, student‐centered approaches, limitations and challenges, and appropriate protocols for assessing D/HH students.