Assessment of Students with MIVI

Report
SPE 442
Learning Activity 5
 Assessment
 Strategies



and Tools
Observations
Analysis
Teaming
 Video



Joselin
Audrey
Emmanuel
Oregon Project (0-6)
 Growing Up (0-6)
 Preschool O&M Screening (younger, delayed or
non ambulatory)
 O&M Assessment: Early Years of Birth through
Three Years
 Carolina Curriculum of Infants and Toddlers
 Purposeful Movement Checklist (Tanni Anthony)
 TAPS (K-12)
 AEPS (Assessment, Evaluation, and Programming
System for Infants and Children)
 Callier-Azusa

 Age
Ranges
 Orientation and Mobility/Community-Based
Instruction Infusion Scope and Sequence
Chart
 Foundations of Orientation and Mobility:
Birth to Three Years
 Milestone Comparison Chart
 Comparison of Milestone Acquisition Times
for Growing-Up and Prism Data
 “Developmental
checklists and assessment
tools used with other populations are not
often sensitive enough to provide usable
information to those charged with the
instruction of this type of student.”
 “Children with profound disabilities may not
exhibit the typical range of states”
 “Often these children have difficulty
achieving and/or maintaining alert states.”

Robbie Blaha (SEE/HEAR, Thoughts on the
Assessment of the Student with the Most Profound
Disabilities)
 ANY
brain damage/trauma (CP, Stroke,
Anoxia, Septo-Optic Dysplasia)
 Prior intervention
 Home setting/support system
 Other service providers






OT
PT
Speech
Nutrition
APE
ECI
 Observe

child in quiet or controlled setting
Does the child become over-stimulated and what
does that look like.
 What
happens when you introduce sound
 Look at hands, legs, muscle tone
 Watch processing time needed for motor
planning
 Watch for awareness of body in space
 What is the child’s primary sensory
preference?

Auditory, Tactile, Visual, Gustatory, Olfactory,
Vestibular or Kinesthetic

“The inclination to move is based on how well
the sensory information is received and
interpreted by the brain.”

“The vestibular system talks to and influences
every other system.”

“Body awareness is the foundation of O&M
concept development.”
(Mary Tellefson, MA, MS, COMS, Spatiotemporal
Development Document)
According to Robbie Blaha’s article you should
also pay attention to:
 Bio-behavioral
State
 Anticipation – indication of memory

Use Routines
 Associations
links events
Does the sound, location, position, equipment,
link events together?
 Habituations
–
Does the child no longer respond to a previous
sensory stimulus
 Van
Dijk (1985) says that the orienting reflex
is a critical component in both assessment
and instruction.
 “The orienting reflex readies the nervous
system for further learning.” (Silverrain,
1991)
 PPCD
Classroom Setting
 4 years old
 Chromosome 6q deletion
 Nystagmus
 Strabismus
 Dysmorphic Optic Nerve
 Not Functionally Blind
 Moderate to Severe Auditory Impairment
 Current Services, VI, O&M,PT, OT, Speech
Spend
time observing
Work as a team
Just try it!! (equipment/variety)
WAIT for results!
 “FUNCTIONAL
for a student with
severe impairments are skills that
make the student a better consumer
of the help provided for him or her”
….borrowed from unknown source.

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