1. ASSESSMENT OF STUDENTS WITH VISUAL AND MULTIPLE DISABILITIES: INDIVIDUAL DIFFERENCES, GUIDING CONVICTIONS AND MY FAVORITE THINGS Liz Barclay, Coordinator Assessment Program California School for the Blind

3. CSB Assessment Program  Center-based comprehensive assessment  Field-based observation and consultation Team:  Teacher of Students with Visual Impairments  Orientation and Mobility Specialist  Speech and Language Pathologist  Psychologist  Technology Specialist

4. Vision  How does this child’s visual impairment affect learning?

5. Areas of Observation  Sensory Efficiency  Biobehavioral States  Sensory Modalities  Use of Vision  Compensatory Skills  Communication  Interaction with Curriculum  Social Skills  Communication  Daily Living Skills  Motor Skills  Recreation and Leisure  Motor Skills  Social Skills  Orientation and mobility  Motor Skills  Technology Skills  Self-determination  Career Education Expanded Core Curriculum Areas

6.  Individual differences David Warren  Guiding convictions

7. Parents as partners  Collaboration with the educational team, especially parents  Listening to parent and conveying that you are listening

8. Adam’s Mother

9. Essential Questions  How do you feel?  What do you like?  What do you want?  What do you do?  David Brown, California Deaf-Blind Services

10. Biobehavioral States  How do you feel?  Does this child have difficulty achieving or maintaining alert states? Robbie Blaha, Millie Smith and Stacy Shafer

11. Sensory Preferences  What do you like?  Vision  Hearing  Touch/Kinesthetic  Vestibular/Proprioceptive  Smell/Taste

12. Communication  What do you want and how do you communicate it?  Charity Rowland Assessment

13. Interaction with the Curriculum  What do you do?  Routines  Communication  Learning Media

14. Routines  What are the routines at home?  What are the routines at school?  What is the level of participation?

15. Adam’s Routine