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Intellectual Assessment

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Review of Intellectual Assessment Measures for Children Who Are Deaf or Hard of Hearing
Assessments for children who are deaf or hard of hearing require certain accommodations in order to achieve the goal of obtaining adequate information based on the child’s skills and learning disabilities. In selecting the appropriate instruments for measuring these areas, one must be aware of these accommodations and must understand that there are certain criteria to be met for effective administration and test results. This review focus’ its attention on the matters of guidance and accommodations, score interpretation, and subtest selection in assessing children who may be deaf or hard of hearing. (Reesman, Jennifer H., Hughes-Wheatland, Roxanne, Kalback,
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The ultimate goal of a translator is to provide the examinee with the appropriate information needed to take the assessment. “Particularly for children using a signed language, consideration of their language fluency must be taken into account when deciding how to administer assessment measures. For psychologists who are not fluent in the children’s preferred language or mode of communication, this assessment of fluency will require consultation with other professionals who can assess the children in their preferred language or mode of communication.” (Reesman, Jennifer H., Hughes-Wheatland, Roxanne, Kalback, Shawn R., Witkin, Gregory A., Brice, Patrick J., Szymansk, Christen A., Day, Lori A., 2014). The administrator must also be aware of any other disabilities present and the appropriate use of a certified interpreter. Instruments for these certain assessments must also be put into consideration. In class we’ve elaborated on both proper test administrations as well as knowing what instruments must be used for a person with a disability. The test being used must measure what it says it’s going to measure.…show more content…
In creating a future within rehabilitation it is entirely important to fully grasp the knowledge of testing taking and its importance to your clients. Proper accommodations must be met. Proper administration must be given. Despite having a disability, the test taker must still have the right to fully know what they are being tested for and comprehend the content that is being provided for them. Assessments have a history of being bias and discriminatory. Clients who are being tested should know first-hand how the assessment will help them, what is ultimately being measured, and why. Having a concentration in deaf studies, I think that it’s highly important to read upon reviews like this. Gaining insight so that you may be fully prepared to go through the same process will help you in the long run. I know sign language to a certain extent and I really gained a greater knowledge on how test distribution for those who are deaf and hard of hearing is gone about. It’s interesting to know what steps need to be taken, and how to approach those certain steps. The authors’ work is definitely relevant to assessment in human services because it explains how certain accommodations can aid in effective test results and how not using the right form of it can do more harm than good for the test taker. The authors’ conducted their own series of tests and I think that finding the appropriate instrument is crucial in test administration. The results gained from
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