Abstract
The assessment of a handicapped child usually consists of a careful examination of individual strengths and weaknesses, with the goal of understanding that particular youngster and developing the most appropriate individualized educational program for him/her. There are many ways of accomplishing this, and a wide variety of assessment instruments have been developed to facilitate the process. Recently, some theorists have begun to question the value of this process and to ask whether assessment is a necessary or even desirable adjuct to providing educational and treatment services to handicapped children and their families.
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© 1988 Springer Science+Business Media New York
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Mesibov, G.B., Troxler, M., Boswell, S. (1988). Assessment in the Classroom. In: Schopler, E., Mesibov, G.B. (eds) Diagnosis and Assessment in Autism. Current Issues in Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0792-9_17
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DOI: https://doi.org/10.1007/978-1-4899-0792-9_17
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-0794-3
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