When assessing a child with multiple disabilities including blindness, what additional information is most appropriate to gather?

Gathering a school's psychologist's evaluation of the child's current academic ability is crucial when assessing a child with multiple disabilities, including blindness. This evaluation provides specific insights into how the child is performing academically in comparison to their peers, which can reveal the child’s strengths and weaknesses in various areas of learning. It offers valuable information about cognitive functioning, learning styles, and potential challenges that the child may face in an academic setting, all of which are important for creating an effective educational plan tailored to the child's needs.

This option also aligns with the need for detailed, quantifiable data to understand the child’s current level of functioning within the school environment. Such assessments often contain standardized test results and observations that can inform educators and specialists about necessary interventions, accommodations, or modifications to support the child's learning experience.

Other options, while helpful in certain contexts, do not provide the direct academic insights necessary for crafting an educational strategy for a child facing the unique challenges presented by their disabilities.