Guidance

During the COVID-19 pandemic, programs are providing services through a range of options, including in-person, distance learning, or a blended approach. Those using distance learning or a blended approach have fewer opportunities to observe children and collect other documentation to confidently rate the DRDP. The strategies described in this document enable assessors to observe children and collect documentation during distance learning.

The Mini-Guide is a companion to the Using the DRDP (2015) with Children Who Are Deaf or Hard of Hearing guidance. Teachers of the deaf and hard to hearing can share this information by topic with their partners as they collaborate to complete the DRDP. Instructions for a daily listening check for hearing aids are now also included.

This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with physical disabilities. The checklist corresponds with the Guidance for Using the DRDP (2015) with Children with Physical Disabilities.

Guidance for assessing children with physical disabilities (PD) with the DRDP (2015).

This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with visual impairments The checklist corresponds with the Guidance for Assessing Children with Visual Impairments.