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Psychological and psychoeducational assessment of deaf and hard of hearing children and adolescents

Miller, Thomas-Presswood, Metz, and Lukomski set out to initiate the establishment of standards for the psychological assessment of deaf and hard of hearing children. Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents is loosely related to Disability Studies in that it provides a critique of the use of traditional assessment procedures. Otherwise, the book is framed within a biomedical model of disability which presents modified assessment protocols to diagnose and ‘treat’ deaf and hard of hearing children. This review will be presented in two sections. In the first, I consider whether the authors achieve what they set out to accomplish in providing information about the assessment of deaf and hard of hearing children. In the second, I critically examine how the book can be situated within the field of Disability Studies.