DISC Modifications for use with deaf/hard of hearing children


November 11, 1991
PRESENTATION AT DISC CONFERENCE JUNE, 1989
BY JAHICE TOHLINSON, E. C. DRURY SCHOOL, MILTON

CAUTION: Using the DISC with any group of children that deviates from the norm group should be done with caution. Any summary of the results should indicate that the current norms may be biased when used this particular group.

GENERAL GUIDELINES FOR TESTING HEARING-IMPAIRED CHILDREN -you must use much more animation
-be careful because the child will read your face; if the child makes an incorrect response, they will read your reaction through your face
-use a three-step guideline: sign/gesture/pantomime

SUGGESTED MODIFICATIONS TO THE DISC FOR USE WITH HEARING-IMPAIRED CHILDREN:

Fine Motor: Generally, administer as is, using pantomime to demonstrate and encourage response

Receptive Language: Item Nos. 1 to 7: Omit Item Nos. 8 to 23: Sign: (except Item Nos. 14-18 since signs are actually the answer--iconic--child can read the sign to determine answer) Item Nos. 24 to 26: very difficult to administer

Expressive Language: Omit Item Nos. 1 to 9 Item Nos. I1 to 18: Sign; test by receiving response through use of signing Item Nos. 19 to 26: Omit

Gross Motor
Administer as is

Auditory Attention & Memory: Totally Omit

Visual Attention & Memory: As a whole, deaf children have a lot of difficulty in the area of visual attention & memory than hearing children.

Item No. 1 to 9: Administer as is

Item No. 10: Allow the child to play with the doll first and then administer the item

Item No. 12: Use the car or ball instead of the cube; most children will understand easier

Item No. 17: Sign "Where is the same?"

Item No. 18: Sometimes the children just want to play stacking the cubes; Try to use coloured crayons or beads

Item No. 19: Administer before Item No. 16

Item No. 23: If the child doesn't recognize the standardized objects, use objects more familiar to the child

Item No. 24: Demonstrate that order is important (i.e. on a paper draw four lines: one, then next, then next, then next, then next)

Self Help: Administer as is

Social: First of all, ask the guardian if the child usually plays with hearing or non-hearing children. An all non-hearing group has very different social dynamics than a hearing group.



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