The increase in inclusion of students with moderate retardation and severe disabilities within general education classrooms has broadened the educational team to include educators who may lack specialized training in implementing best practices for these students. Participation in collaborative assessment focused on students with more intense needs may require modifications in assessment procedures and formats. This study examined perceptions of future general and special education teachers of assessment summaries presented in a traditional and a profile format. Results of paired t-tests comparing participants' perceptions of the formats on each item of the Assessment Summary Questionnaire yielded five significant differences. Results are discussed in terms of recommendations for strengths-based assessment summaries. Implications for undergraduate preservice education are discussed also.
|Original language||English (US)|
|Number of pages||13|
|Journal||Education and Training in Mental Retardation and Developmental Disabilities|
|Publication status||Published - Jun 1 1999|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Biochemistry