LEARNING MEDIA ASSESSMENT (LMA) REPORT

Based on the APH Sensory Learning Kit (SLK) by Millie Smith

Assessment Results Reflected in Levels and Strategies Guide

Student Name: Dates of Assessment:

DOB/Age: School District/School:

Assessment Team: Date of Report:

The Learning Media Assessment (LMA) is a required assessment for students with visual impairments, including those with additional disabilities. The data from the LMA is used to determine the most appropriate learning/literacy media (learning materials) for the student. Aside from determining if Braille is an appropriate learning or literacy medium for the student, it addresses, for students with additional disabilities, all sensory channels, to identify which channels and associated materials are accessible to the student and can be used for learning. The following data were collected during the SLK assessment and recorded on the Sensory Response Record.

SLK Form 1: Sensory Learning Summary (important sensory or medical information used in planning the assessment):

SLK Form 2: Arousal State Profile (completed if student arousal periods in question):

SLK Form 3: Sensory Response Record (results of assessment) This student demonstrated positive responses regarding sensory items presented.

Responsive Level: The four responsiveness levels identified in the SLK are: extended state (fussy, upset, angry, asleep), quiet alert (in a general state of alertness), active alert (alert and curious about the activity), partial participation (alert and taking some part in the activity). This indicates at what level of responsiveness the student performed during the assessment and sets the starting point for the level of the instructional activity routines selected.

(please indicate # of presentations eliciting responses below)

Total Items
Presented / Extended State / Quiet Alert / Active Alert / Partial Partic.
# Items / # / # / # / #
% Items / % / % / % / %
The responsive level most frequently observed:

SLK Form 4: Appetite/Aversion List (based on assessment)

Appetite Items. These are items presented to the student in all appropriate sensory channels for which a positive response (liked the item) was demonstrated. Delayed Response Time. The amount of time it took for the student to respond to the item.

Appetite Items (likes) identified during Sensory Response Record presentations and average delayed response time per sensory channel:

Vest/Prop.
(move.) / Olfactory-observed not tested / Gustatory
(taste) / Tactual
(touch) / Auditory
(sound) / Visual
(sight)
Appetite Totals / # / # / # / # / # / #
Avg Delayed Response Time
Sensory channels with most positive responses:

Top ten sensory appetite items (Items eliciting strongest positive response): These items represent appropriate learning media for this student.

Appetite Items (likes) / Sensory Channel/Response
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Aversions:

SLK Form 5: Level & Strategy Guide (appropriate level & strategies to begin teaching)

Results & Recommendations: Environmental Factors Related to Learner’s Orienting Responses: Lighting, Temperature, Odors, Noise Level, Visual Clutter, Positioning, Movement, Other: (address all that apply)

Results and Recommendations: Social Factors Related to Learner’s Orienting Responses: Presence or absence of peers/adults, Direct attention to peers/adults, Preferred peers/adults, Others: (address all that apply)

Recommended Referrals: Visual, Auditory, Gross Motor, Communication, Medical, Nutritional, Sleep, Dental, Psychological: (address all that apply)

General programming recommendations based on SLK results:

Learning Media Assessment Results:

This student responded most frequently on the ______level of responsiveness. Positive responses to sensory items were elicited in the following sensory channels ______. (see above for a list of appetite items).

Appetite items are real objects found in the student’s home or educational environment, for which the student has shown a positive response. Educational programming (activity routines) on the student’s responsiveness level, incorporating items from the appetite list (above) are recommended as the most appropriate instructional strategy for this student. Ongoing assessment of additional learning media probes is recommended.

The following activity routines from the SLK Routines Book have been selected for this student,based on the data from the SLK Sensory Response Record reported above.Activity routines already addressing IEP goals can be included here. Routines are appropriate for the following environments: ______

Page 1: Based on the APH Sensory Learning Kit (SLK) by M. Smith – Results reflected in

Levels and Strategies Guide. Revised 12-11 by N. Toelle (QPVI)