The notion that educators ought to assess the instructional environment for an individual student is not new. Yet, assessment of the instructional environment often is ignored or completed in nonsys-tematic ways. In this paper, basic approaches for planning and evaluating the effectiveness of instruction, factors related to instructional outcomes for exceptional students, and a comprehensive methodology for assessing the instructional environment and planning instructional interventions for an individual student are described.
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Ysseldyke et al. (1987) studied this question.
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