Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficulties
| Autor: | Scot Ferre, Donna Gilbertson |
|---|---|
| Rok vydání: | 2008 |
| Předmět: |
Medical education
education.field_of_study Response to intervention Hearing loss Teaching method education School psychology Population Psychological intervention Education Developmental psychology Learning disability Developmental and Educational Psychology medicine medicine.symptom Psychology Curriculum |
| Zdroj: | Psychology in the Schools. 45:104-120 |
| ISSN: | 1520-6807 0033-3085 |
| DOI: | 10.1002/pits.20286 |
| Popis: | Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are different from the hearing student population. Given the importance of selecting assessment approaches that lead to effective interventions for D/HH students, three assessment procedures for identification of at-risk children and learning disabilities within the D/HH population are examined. Assessments reviewed are teacher referral, norm-referenced testing, and student response to intervention. Challenges to each process and the need for additional assessment and empirically validated treatment options are discussed. Finally, a case example is presented to illustrate a framework that may help school psychologists promote early identification of learning problems and outline interventions that meets a D/HH child's unique needs by focusing on reading outcomes in the curriculum. © 2008 Wiley Periodicals, Inc. |
| Databáze: | OpenAIRE |
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