KINDS OF ASSESSMENT PROCEDURES FORSPECIAL STUDENTS:
Special educational assessment involves students referred to as handicapped byP.L.94-142, that is,Those children evaluated as being mentally retarded, hard of hearing, deaf, speechimpaired, visually handicapped, seriously emotionally disturbed, orthopedicallyimpaired, other health impaired, deaf-blind, multi-handicapped, or as having specificlearning disabilities, who because of those impairments need special education andrelated services. (P.L.94-142, & 121a.5)The mildly or educable mentally retarded, mildly emotionally disturbed or behaviordisordered, and learning disabled students comprise the largest group of allhandicapped students, about 7% of the total school-age population, and are frequentlyfound in regular classrooms. From an educational perspective, these students sharemany common psychological, academic, and social problems requiring assessment. Ineducational terms, they are more alike than different.Hallahan, Kauffman, and Lloyd (1985) consider the major distinction among thementally retarded, emotionally disturbed, and learning disabled to be the frequency of particular problems. The area of primary concern for retarded students is generalintellectual functioning and adaptive behavior; for the emotionally disturbed,emotional and social development; and for the learning disabled, academic andlanguage disorders. While mildly handicapped students may have problems in any of these areas, each handicap is characterized by its own set of frequently occurringproblems.