ABSTRACT
What is needed for useful and accurate assessment of learners who are deafblind? First, agreement is needed about what the term 'deafblind' means. The single greatest obstacle to devising appropriate assessment tools in this field is lack of an accepted definition of 'deafblindness'. A.B. Best, amongst others, has argued in favour of a relatively purist position in defining deafblindness. Assessment pluralism should be reflected throughout a deafblind learner's life. When assessment is norm-referenced, that is, based on a 'sample population', assessment can become testing. Norm-referenced assessment and testing can become a tool for establishing and maintaining power and relationships in society. Functional assessment should certainly include assessment of the learner's own constellation of abilities and disabilities: cognitive abilities, sensory and perceptual abilities; memory, planning, learning and problem solving; communicative abilities. Functional assessment approaches assume it is not possible to prescribe for each and every possible situation that may arise with a learner.
