Ecological Assessment: Implications for Teachers of Learning Disabled Students

Results obtained from normative or criterion-referenced assessments are sufficient to determine the starting point for most students' academic or social instruction. However, some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessmen...

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Bibliographic Details
Published in:Learning disability quarterly 1988-08, Vol.11 (3), p.224-232
Main Authors: Heron, Timothy E., Heward, William L.
Format: Article
Language:English
Subjects:
Children
Criterion-referenced tests
Ecological modeling
Ecology
Environmental assessment
Environmental education
Learning
Learning disabilities
Special needs students
Student evaluation of teacher performance
Students with disabilities
Teachers
Teaching methods
Urban ecology
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Summary:Results obtained from normative or criterion-referenced assessments are sufficient to determine the starting point for most students' academic or social instruction. However, some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach. This paper discusses the rationale for conducting an ecological assessment, a model for conceptualizing ecological assessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students.
ISSN:0731-9487
2168-376X
DOI:10.2307/1510767