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Ecological Assessment: Implications for Teachers of Learning Disabled Students

Timothy E. Heron and William L. Heward
Learning Disability Quarterly
Vol. 5, No. 2 (Spring, 1982), pp. 117-125
Published by: Sage Publications, Inc.
DOI: 10.2307/1510572
Stable URL: http://www.jstor.org/stable/1510572
Page Count: 9
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Ecological Assessment: Implications for Teachers of Learning Disabled Students
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Abstract

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.

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