Young blind children: towards assessment for rehabilitation.
Traditional assumptions about assessment need to be rethought, recast or rejected when blind children are to be assessed. Given that blind children follow a unique developmental route, rehabilitation specialists must take account of the impact of blindness on children and think of them also as clinically a special population. Dependence on standardized tests for the primary information about any child is always suspect; with regard to a blind child it is irresponsible. The authors describe the characteristics of an approach that is both systemic and common-sense. They illustrate it by reference to a new procedure (The Simmons-Davidson Developmental Profile) and to a case study.
Davidson
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Department of Instruction and Special Education, Ontario Institute of Studies in Education, Toronto, Canada.
Simmons
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D001766:Blindness / Q000523:psychology / Q000534:rehabilitation*; D002648:Child; D004185:Disability Evaluation; D004519:Education, Special; D006801:Humans; D008297:Male; D012931:Social Environment; D014888:Wechsler Scales