Conceptual analysis outlines dual assessment pathways in special education, highlighting the operational divide between classification and programming decisions.
Assessment in special education is useful when it helps us make decisions that promote appropriate and effective services to students. In particular, assessment should assist us in making two general types of decisions: (I) who should be served? (classification decisions); and (2) how should eligible students be served? (programming decisions).
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George B. Helton (2018) studied this question.
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