Educational Assessment of Deafblind Learners - Report Example

Education “A deaf-blind child is not a deaf child who cannot see or a blind child who cannot hear; the problem is not an additive one of deafness plus blindness. Nor is it solely one of communication or perception. It encompasses all these things and more. The deaf-blind are multi-sensory deprived; they are unable to utilize their distance senses of vision and hearing to receive non-distorted information” McInnes & Treffery, 2001:2 Introduction: The deaf-blind child is multisensory deprived and lack the capability to use their sensory powers of sight and hearing to receive and process information. They face a complexity of issues such as the general lack to communicate effectively in their social environment; develop a distorted sense of interpreting events, results or actions; coupled with various medical problems leading associated with developmental issues. Due to such serious defects, such people find it highly difficult to cope with their setbacks, and overcome their handicaps. Deaf blindness is a rare disability which causes a disruption in the normal functioning of an individual, often resulting in extreme developmental disorders thus restricting the individuals affected by it, to access and acquire information important for them, and hampering their social and emotional development in the process (Meisels, Shonkoff, 2000; Wyman, 2000; Groenveld et al., 1990; Myklebust, 1964; Brown McLinden and Porter, 1998). This paper discusses and explores the complexity of needs experienced by the deaf blind / multisensory impaired children and its impact on their development on knowledge and understanding of the world. Also, the impact of a combination of sensory impairments and other difficulties on their development and its direct impact on teaching and learning on a day-to-day basis will be thoroughly explored. The findings will be supported by recent examples of pupils observed during the course of this study, to lend more credibility and post document first-hand experience and evidence of the phenomenon. Lastly, various strategies which would enable the pupils to access and improve their understanding and knowledge of the world will be assessed and discussed at length along with a comprehensive reasoning behind the choice made and its effectiveness in practice. Meaning and definitions: The term deaf blindness with respect to children in the UK, is used to describe children with dual sensory loss (Etheridge, 1995; Aitken, 2000; Hills, 1995). However, such children are also commonly referred to as dual sensory impaired (DOH, 2004). The other common terms used to describe such children include multisensory deprived (McInnes & Treffry, 2001); multi-handicapped visually impaired / hearing impaired (Bond 1986, Aitken, 1995); or simply as children with profound intellectual disability or additional physical and/or sensory disabilities (Hogg, 1991). However, the key definitions of these terms have broadened over the years to include children who have sensory impairments and other disabilities such as communication problems but do not have dual sensory impairments (Etheridge, 1995; Waltham Forest, 1995). According to Waltham Forest (1995) "Children are dual sensory impaired or deafblind if they have visual and hearing impairment with the possible addition of other handicaps. Children are multisensory impaired if they have a single or dual sensory impairment" (Pp. 241) However for the purpose of this study, the definition provided by Stuart Aitken, will be used. According to Aitken (2000) the term multisensory impairment refers to a "congenital or early onset visual impairment plus additional disabilities, for example severe learning, communication and physical disabilities or congenital or early onset hearing impairment plus additional disabilities, for example severe learning and physical disabilities" (pp. 11); since it offers a clear description of the complexities inherent in such an impairment and the pupils studied as a part of this course. Implications of sensory impairment in children: Significant research has been conducted over the years with regard to the impact and consequences of multisensory impairments or deaf blindness among children. According to available literature, the task of recognizing and identifying the needs of children as well as their families with regard to the learning and educational needs of such children is one of the key barriers faced by special educators and researchers alike (DfES, 2004). This is because as children grow, they naturally learn to identify things around them, understand and make sense of the world they live in, and react to their surroundings through gestures, and other non-verbal cues such as sign language. The presence of any form of sensory impairment in children is hence likely to significantly affect their ability to communicate effectively with the world around them, due to linguistic deprivation thus, resulting in various complications - the inability to assimilate the culture of the society they live in, being one of the most prominent ones. Such complexities severely impair the child’s ability to participate in decision making; participating in day-to-day activities; and develop meaningful and positive relationships with those around them. Such inabilities on their part during their initial years, in turn results in a serious lack of self-confidence; and the loss of strength to address challenges, as well as the ability to perceive others in a positive light (Berger & Luckmann, 1966). Sensory impairments are known to impact every significant aspect of a childs developmental process. The severity of the impact is directly related to the severity of the impairment. It tends to disrupt the childs ability to develop social and communication skills which are an essential pre-requisite of their overall development (Anderson et al., 2003). The gap between what they think and feel and what they can express or communicate, keeps on expanding as they grow up (Wood et al., 1986). Such inabilities lead to a failure to internalize their feelings in their families, and the same is carried over during their initial school years. Such children lose the ability to understand and participate in simple interactions in their larger social spheres such as schools or any other educational or health setting. This may further lead to several misunderstandings ultimately affecting their interpersonal relationships in the process. Impact of complexity of needs of such children on their understanding and knowledge of the world "It is impossible to speak in such a way that you cannot be misunderstood" - Popper, 1985 The quote implies that there is always a certain degree of complexity associated with spoken language, which is experienced even by those who have a well developed sense of communication and effective language skills. Thus, needless to add, that such complexity is doubled in case of those with language impairment. We develop our understanding of the world around us by hearing and seeing things. Vision plays a key role in our understanding and the early developmental learning (Day, 1997). However children with deaf-blindness are restricted by virtue of their impairment, in their ability to understand the environment around them in the same manner as the regular children. Since vision and auditor skills are primary requirements in early developmental learning activities such as exploring, organizing, integrating and interpreting information around us, the lack or absence of such a skill renders an individual highly incompetent to perform such routine tasks (Seligman, 1991). Such impairments further delays the developmental process, and affects the other critical skills encountered in a developmental stage such as cognitive skills, physical and emotional skills as well as neurological development (Day, 1997). Such lack of development further adds to the everyday struggle of children with multisensory impairment making attainment of key developmental milestones a highly tedious task. Thus, it is of utmost significance, that proper and effective curriculums and strategies be devised to enable and include such children, and offer them equal and adequate opportunities to grow, develop and excel on both - personal as well as educational, fronts (Waldron et al., 2006). According to Pagliano (1999) 80% of conventional education is imparted through visual aids. Hence "the student with vision impairment may lag behind in achievement in comparison to sighted peers due to the impact of visual impairment on learning (Waldron et al., 2006, pp. 3). The inability, on the part of children with multisensory impairment, to learn or understand a language further causes a serious negative impact on their social interactions. Such children may find it highly difficult to communicate or interact in social situations resulting in misunderstandings from those around them (Bishop et al., 2000). Schools across the globe predominantly rely on verbal communication i.e., the spoken language, as a tool to impart education and encourage learning within classrooms (Goswami, Bryant, 2007). Children are largely expected to listen, watch and learn. The significance of speech is widely documented as one of the crucial aspects of learning, and acknowledging the receipt of information / education thus imparted (Alexander, 2006). However in case of children with deaf-blindness use of a spoken language is completely ruled out, due to the physical impairment, thus adding to the complexities of learning effortlessly. Impact of sensory impairments and other difficulties on teaching and day-to-day learning: "The challenge of learning to communicate is perhaps the greatest one that children who are deaf-blind face" Miles, 2008: 2 Children with deaf-blindness pose unique challenges to the educators with regard to imparting of appropriate and adequate education. The visual and auditory impairment along with various other learning and developmental setbacks, such as failure to effectively communicate and interact with those around them, further affect their day-to-day learning and teaching. The difficulties faced by such children in terms of learning can be explained with the help of the following models and theories: The Piaget model: The model is based on a series of child development theories which are essentially involved in describing the manner in which children act and interact with objects in their surrounding, which helps them move along on the developmental stages. Piaget states that the development of a child is highly dependent on a positive learning environment. In case of children with sensory impairment, their physical setbacks hamper their learning activities thus drastically slowing down their development (Stephens & Grube, 1982). According to Arnold (1985) children with deaf-blindness learn differently about the world around them, through the use of touch, in the absence of any formal language. Such disabilities on the part of such children restrict their regular developmental progress, leading to imperfect perceptions of the world and environment around them. The inability to interpret and understand their social environment in turn, significantly affects their ability to interact with objects and people and the world in general (Murdoch, 1994; Broesterhuizen, 1986). Learning Theory This theory posits that day-to-day learning in children occur through positive reinforcements of certain behaviour. Such reinforcements - either internal or external, motivates repetition of desirable behaviour among children. Teachers mostly use several forms of reinforcers to enable children to learn and progress to the next developmental stage. However in case of children with multisensory impairments there is a general lack of natural reinforcers, which restricts their ability to quickly learn, understand and react to the learning styles easily and quickly. Information processing theory: This theory states that processing of information is associated with the construction of ones brain / mind rather than learning. Hence the learning process is dependent on the manner in which information is received, processed and interpreted by the individual. This entails the use and reliance on ones memory storage and retrieval capabilities. However in case of children with multisensory impairments the input mechanisms are severely affected and distorted, making such an interpretation of the information thus received a highly difficult task (McInnes Y Treffry, 1982). Thus the processing of information in case of such children is relatively atypical as compared to the other children, resulting in a distorted or ineffective output. This hinders the overall process of learning in their day-to-day lives. The Vygotsky model This model is widely used by educators in understanding the learners with complex needs and assessing the manner in which such learners learn about things useful for them in their day-to-day activities, the use of language as a medium of expression etc. According to Vygotsky (1978) assessing the learning learning needs of the children is one of the essential elements of the process of learning, and involves processes and activities which the child and the educators could do together, something which the child has never attempted or experienced before. The significance of language as an essential tool of learning has been highlighted by various researchers. According to Arnold (1985) children with sensory impairments must develop some form of language in order to enable the development of their thought processes. This can be done through a process or mediation i.e. the effective application and use of techniques which enable the child with sensory impairments to learn and understand the world around them. According to Feurstein et al., (1979) mediation can be referred to as a process by which a competent adult helps in interpreting the world around them to a child with sensory impairments. The Dynamic systems approach This approach describes the complex relationship and interactions which take place between an individual and his/her environment. The responses generated by an individual to the environment are based on ones genetic background and their abilities, which in turn help in contributing to their unique learning experience and development at various stages of life (Richardson, 2000). The moderation of the external environment hence could prove to be extremely helpful in facilitating learning among individuals (Murdoch, 1997; Aitken, 1995). People with sensory impairments are highly affected since their ability to communicate and interact effectively with the environment are impaired which restricts their usual development and prevents learning, which is otherwise a relatively effortless process in case of regular children. Exploratory studies: Illustrations of pupils recently worked with Child Age Description of the problems faced Y 4 years frequent seizures, infantile spasm, abnormal visual behaviour and significant delays in motor, social, communication and language development Z 10 years delayed developmental issues, cerebral palsy, hearing loss, visual impairment Both the children have been following Pre-Formal Curriculum which addresses the needs of pupils working at developmental levels well below the National Curriculum standards. Pupil Y has been working at P-level 1(ii), which implied he was generally functioning at a very early developmental level which means he has shown emerging awareness of environment - certain people, events or objects (Appendix 3 & 9). From Pupil Z recent results in the National Curriculum Assessment he was achieving P-Level 2(i), which implied he was functioning at an early developmental level which means he has responded consistently to familiar people, events and objects offer to him and has shown proactive in his interactions, communicating his preference and acting on his immediate environment (Appendix 4 & 10). Implications of the study: Children who suffer from multisensory impairments learn and develop differently. They are, contrary to popular belief, are perfectly capable of learning independently as well as through use of intelligently designed teaching strategies (Murdoch, 1994). According to White (1991) although every child is different, they do share some common traits with regard to progressive changes in terms of learning and behaviour. McInnes and Treffry (1982) state that any damage or disruption of the perceptual systems in a child does not automatically result in learning disabilities. Thus, some children may remain at the early learning stages for prolonged periods of time, the others with similar disabilities may display better skills and progress rapidly with commendable achievements recognized and acknowledged by formal academic levels (Porter et al., 1997). On the basis of my observations of Pupils Y and Z (as described in the above table) it can be safely stated that the learning styles and progresses of both the students were starkly similar - with regard to their functioning at the early developmental stage. Both the Pupils were identified to have a good grasp of the environment around them, and were able to respond consistently to people, events and objects. Communication skills: In terms of communication skills, much of Pupil Y communication is unintentional (due to his frequent seizures and spasm) and relies on an adult to watch closely and interpret his changing in breathing, eye movements and facial expressions. The class staff have reported that if he is well he is able to communicate his needs and respond to familiar adults (dad and mum) through facial expression, body movements and the occasional vocalization (Appendix, 1 & 9). My observation of Pupil Z has confirmed that he communicates consistently his likes and dislikes to objects and activities by reaching out, laughing, smiling, or crying, becoming stiff, agitated or hot (Appendix 6 & 10). According to Guilliford & Upton (1992), children with multi-sensory impairments lack the ability to learn and react to their external environment and as a result tend to develop responses which are beyond an adults repertoire. Furthermore, such children often suffer from various other physical disabilities which may further restrict their attempts at alternative means of communication such as using signals and gestures. Furthermore Gulliford & Upton (1992) have also pointed out that children with multi sensory impairments often tend to communicate pre-intentionally while others choose to communicate through speech, signs or through finger spelling. Most of the times, such children tend to interact using a combination of all such modes of communication. Similar observations have been made with regard to Pupil Z who communicates with familiar adults through facial expressions and gestures as well as through body movements. He communicates consistently his likes and dislikes to objects and activities by reaching out, laughing, smiling, or crying, becoming stiff, agitated or hot (Appendix 6 & 10). Key strategies which can be used to enable access to knowledge and understanding of the world to children with multisensory impairment: “Education for a child or youth with deaf-blindness needs to be highly individualised; the limited channels available for learning necessitate organising a program for each child that will address the child’s unique ways of learning and his or her own interests” Miles, 2008: 3 Various professional approaches and strategies have been developed over time with regard to imparting training and education to children with multi sensory impairments. These include establishment of a consistent and well-cued routine; providing a stable, safe and positive learning environments - both physical as well as social; emphasizing on movement based learning; focusing on intensive interaction; application of a variety of communication alternatives such as speech, gestures, British Sign Language, objects as well as symbols to name a few; ensuring that the pace of interaction is in accordance with each students sensory abilities; ensuring optimal visual and auditory conditions in the learning environment; and adopting a cross-curricular multi-disciplinary approach to teaching (Murdoch et al., 2000). According to some cognitive style theorists, cognitive functioning of an individual affects and impacts all aspects of an individuals life (Riding & Rayner, 1998). Theorists claim that individuals learn and adapt different learning styles which help them react and interact with the dynamic external environment (Sternberg, 1997). However several others believe that cognitive styles can be altered and modified through effective teaching strategies (Baird and Bee, 1969). According to Barraga (1976) children with sensory impairments tend to develop certain specific learning styles which eventually evolve and help them in overcoming certain fundamental setbacks usually suffered by them such as impulsive behaviour, lack of accuracy, and lack of perception (Feuerstein et al., 1979). He suggested a program to alter the manner in which the cognitive learning among children with sensory impairments could be promoted. This includes exercises which involve recognizing patterns within random dots (Feuerstein et al., 1980). Such a study is documented to have a high success rate in terms of gaining higher IQ scores. Some children with multisensory impairments are known to have limited / restricted mobility and are highly dependent on adults for day-to-day activities. Thus it is of utmost significance to encourage learning in such children, to develop and provide a sensory environment for their growth. Toys which stimulate a child’s various senses such as the Be Active Box, can be used. The creation and use of such sensory environments for the children with sensory impairments help them in maximizing their residual hearing and sight; develop and improve their communication skills; help them interact with others effectively; increase their awareness, understanding and knowledge of the world around them; and develop their tactile play skills (sense.org.uk, 2011). Conclusion This essay which began with an overview of the fundamental concept of study i.e., multisensory impairment, and proceeded towards a comprehensive discussion of various crucial aspects such as the meaning and definitions of key terms; the impact of complexity of experiences of multisensory impairment in children on their knowledge and understanding of the world around them; the impact of sensory impairments on teaching and day-to-day learning of such children; a brief discussion of personal observations by way of an exploratory study; and finally concluding with various strategies which can be effectively incorporated by educators and parents to enable such children to learn in a better and effective manner. On the basis of the study of literature on the subject on hand, as well as personal observations, it can be safely stated that the children with multisensory impairments have highly complex needs and experiences, owing to various physical and cognitive developmental issues faced by them. Such complexities result in delayed responses in children with regard to learning, and hence effective and systematic strategies must be developed and incorporated within classrooms to enable them to learn and adapt to the world around them. Although most of such children may need adult support for executing their daily tasks, there are various alternatives available which help in creating a sensory environment and which can be used to increase self reliance and introduce them to new objects which enrich their experiences. Such intervention strategies go a long way in developing their senses and improve their knowledge ultimately helping them to communicate and interact in their social environment. 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