Affiliations: Kent State University, Department of Educational
Foundations and Special Services, Kent State University, 405 White Hall, Kent,
OH 44242, USA. Tel.: +1 330 672 0606; Fax: +1 330 672 2512; E-mail:
ctelzrow@educ.kent.edu | Department of Psychology, Cleveland State University,
Cleveland, OH 44115, USA
Note: [] Corresponding author
Abstract: Three influences in American education during the past decade --
increased parental involvement, an emphasis on accountability and student
outcomes, and the refinement of assessment technologies -- are reflected in the
1997 Amendments to the Individuals with Disabilities Education Act [31].
Relevant assessment provisions contained in IDEA 97 are reviewed, including
requirements for (a) parental participation in the review and planning of
student evaluations and eligibility decisions; (b) the participation of
students with disabilities in statewide assessments; (c) the use of assessments
that have treatment utility; and (d) data-based evaluation of student progress.
Assessment characteristics and methods that are consistent with IDEA 97
requirements are described. Examples include problem-solving assessment;
functional behavioral assessment; and direct assessment approaches such as
naturalistic observation, analogue assessment, and self-monitoring.
Keywords: assessment, special education, children with disabilities
