As was explained in the workshop sessions, each assessment using the Child Guided Strategies: The van Dijk Approach to Assessment begins by talking with caregivers and teachers to find out information about the child including child interests, likes, dislikes, strengths, and needs. It is also important to find out what parents and teachers hope to learn from the assessment and then every attempt is made to ensure that answers are provided after the assessment. The assessor then uses the child’s interests as a guide and carefully follows the child’s interests and movements. Neuroscience has taught us that special neurons reside in the brain that comprises the mirror neuron system. As we imitate what we see others do, the mirror neurons allow us to empathize with them as we “mirror” their movements and emotions. For example, when we see a person yawn, we often yawn shortly afterward and when we see another’s eyes fill with tears, we feel like crying as well.

In each workshop session, participants were able to see Dr. van Dijk completely engross himself in the child’s interests as he followed their movements, vocalizations, and interests. In this manner, he utilized the mirror neuron system to better understand the child’s meanings, emotions, and choices. He then adapted his interests and emotions to that of the child. Turn-taking conversations were established through the imitation of child actions and these exchanges were used to establish pleasurable routines. Each of the child’s behaviors were responded to as communication and throughout, the child was given the opportunity to express whether he or she wanted the routine to continue, stop, or take another direction. Varying sensory channels were used to examine actual use of sensory channels. Dr. van Dijk explained that even though a child might be labeled “deaf,” hearing should not be ignored and workshop participants clearly saw each of the children respond to Dr. van Dijk’s singing.

As the assessments continued, Dr. van Dijk built upon the interests of the children and then had them follow his initiations. Through this activity, assessors were able to learn more about the children’s areas of need and also their skills in memory, anticipation, social interaction, communication, and problem solving. For example, in the first assessment of a lovely girl with Congenital Rubella Syndrome who was very interested in a bottle that contained colored sparkles, Dr. van Dijk built upon her interest by pouring some of the water into a cup and passing the cup to her mother and having her, in turn, pass it back to him. In this manner, he was able to get the child to imitate what he did and also participate in a social turn-taking routine that could be functional and enjoyable in daily life. The audience was amazed when the girl came back after lunch and without any prompting, went to the front of the room and poured more water into a cup.

The Assessor tries to make contact with this rubella deafblind girl via mother’s hand.
- Click on picture to enlarge it -

Although the assessments were only about one hour in length, participants in each session were able to gain much information about the children and together with the presenters, formulate an assessment summary. They then were able to state educational goals that built upon the child’s learning styles and strengths as well as his or her needs.

Although one of the tenants of the assessment is to assess in an area that is comfortable to the child, Drs. Van Dijk and Nelson feel it is important for audiences to really experience the assessments in a personal manner. In order to help the child feel comfortable, parents were active participants in the assessments, and as always in this assessment method, the child and family desires were respected throughout. The Child-guided assessment process does not use any standard materials but instead depends on the assessor’s skills in going to the child’s world as learning is facilitated.  As a result of this workshop, the presenters hope that workshop participants will practice the techniques learned and enjoy and learn from the children they work with.