Building Strong Foundations for Educational Achievement: Language Assessments in Early Childhood Education for Deaf and Hard of Hearing Children

Autor/inn/en	Graham, Patrick J.; Shuler-Krause, Elizabeth
Titel	Building Strong Foundations for Educational Achievement: Language Assessments in Early Childhood Education for Deaf and Hard of Hearing Children
Quelle	In: Psychology in the Schools, 57 (2020) 3, S.418-425 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Patrick J.) ORCID (Shuler-Krause, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22333
Schlagwörter	Language Tests; Language Skills; Early Childhood Education; Deafness; Hearing Impairments; Young Children; Special Needs Students; Students with Disabilities; Early Intervention; Child Language; Language Acquisition; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Language skill; Sprachkompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Frühe Kindheit; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Testreliabilität; Testvalidität
Abstract	It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may not have a solid language foundation to assess, leading to inaccurate assessment. When we reframe how we assess language skills in children who are DHH, we ensure the assessment provides a comprehensive picture of the child's language development. It is important to modify language assessment tools where necessary while ensuring the assessment stays reliable and valid. It is critical to use multiple assessment tools to monitor the child's progress, including standardized assessments and assessment tools normed for DHH populations. Finally, it is crucial to monitor the child's skills in each language that they are using, regardless of which language is used most often. We explain why each of these factors needs to be considered in the assessment of young children who are DHH, will discuss the challenges of assessing this population, and will provide solutions to some of the challenges of assessing language skills in of young children who are DHH. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01