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Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficulties
Author(s) -
Gilbertson Donna,
Ferre Scot
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20286
Subject(s) - psychology , response to intervention , psychological intervention , reading (process) , referral , intervention (counseling) , population , identification (biology) , curriculum , set (abstract data type) , medical education , school psychology , mathematics education , special education , applied psychology , pedagogy , medicine , computer science , botany , environmental health , family medicine , psychiatry , political science , law , biology , programming language
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.