This checklist will help teachers who are assessing children who are Deaf or Hard of Hearing provide an optimal environment for observation for the DRDP (2015). Use of the checklist can help assessors plan more informed and meaningful observations and reflect on the accuracy of their observations. The items on the checklist correspond with more detailed information in the Guidance for Assessing Children who are Deaf and Hard of Hearing.
1. Become knowledgeable about the child’s language and communication
▢ Home language
▢ Language and communication approaches
▢ Type and level of hearing
▢ Amplification Devices
2. Help the child understand and communication in the environment
▢ Ensure someone is present who can communicate using the child’s language and communication mode
▢ Be sure to have the child’s full attention
▢ Maintain close proximity between the speaker/signer and child ensuring the child can see the speaker’s face
▢ Provide time and prompts to help the child locate the person who is speaking or signing
▢ Use facial expressions that convey the intended message
▢ Give the child time to communicate
▢ Give the child the opportunity to visually inspect items prior to communicating
▢ Encourage the child to scan and respond to the visual environment
▢ Encourage the child to attend to the auditory environment
▢ Check frequently for understanding
3. Optimize the environment for observation
Optimize positioning
▢ Make sure the child’s back is to the window or light source
▢ Provide preferential seating in groups
▢ Organize the environment to maximize one-to-one communication
▢ Locate activities away from air conditioner and/or heating vents as much as possible
Optimize visual access
▢ Minimize visual distractions
▢ Display visual schedules
▢ Arrange the environment to support visual access
▢ Provide visual supports
Optimize auditory access
▢ Check amplification technology daily
▢ Minimize auditory distractions
▢ Create quiet spaces
▢ Promote the child’s participation in activities involving music
