What does bilingual-bicultural assessment for Deaf students involve?

What does bilingual-bicultural assessment for Deaf students involve?

• A. Assess hearing acuity
• B. Assess language and literacy in both sign language and English, considering cultural and linguistic contexts
• C. Assess sign language fluency in isolation
• D. Assess only English literacy

Answer: (B)

A bilingual-bicultural approach recognizes that Deaf students often navigate two languages and two cultures. It evaluates language and literacy in both sign language and English, and it does so within the cultural and linguistic context of Deaf communities. This means using appropriate sign-language measures alongside English literacy assessments, interpreting results with awareness of sign language grammar and norms, and incorporating family and community perspectives. The goal is to build a complete picture of a student’s strengths and needs across modalities, so instruction, supports, and accommodations can be tailored effectively. Hearing acuity alone doesn’t address how language develops or how literacy is built in sign and spoken/written English. Assessing sign language fluency in isolation misses English literacy and cultural context, and assessing only English literacy overlooks the student’s primary language and Deaf culture.

A bilingual-bicultural approach recognizes that Deaf students often navigate two languages and two cultures. It evaluates language and literacy in both sign language and English, and it does so within the cultural and linguistic context of Deaf communities. This means using appropriate sign-language measures alongside English literacy assessments, interpreting results with awareness of sign language grammar and norms, and incorporating family and community perspectives. The goal is to build a complete picture of a student’s strengths and needs across modalities, so instruction, supports, and accommodations can be tailored effectively.

Hearing acuity alone doesn’t address how language develops or how literacy is built in sign and spoken/written English. Assessing sign language fluency in isolation misses English literacy and cultural context, and assessing only English literacy overlooks the student’s primary language and Deaf culture.