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A Culture of Assessment: A Bioecological Systems Approach for Early and Continuous Assessment of Deaf Infants and Children

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Bibliographic Details
Title: A Culture of Assessment: A Bioecological Systems Approach for Early and Continuous Assessment of Deaf Infants and Children
Language: English
Authors: Clark, M. Diane (ORCID 0000-0001-7429-7124), Baker, Sharon, Simms, Laurene
Source: Psychology in the Schools. Mar 2020 57(3):443-458.
Availability: 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
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Deafness, Hearing Impairments, Language Impairments, School Readiness, Language Acquisition, Child Development, Infants, Young Children, Evaluation
DOI: 10.1002/pits.22313
ISSN: 0033-3085
Abstract: Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1242138
Database: ERIC
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Abstract:Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials.
ISSN:0033-3085
DOI:10.1002/pits.22313