Programming for students with mental retardation is based on assessment data collected to deter-mine individual strengths and weaknesses. While norm-referenced assessment methods have been used extensively in the past for this purpose, more and more schools are using criterion-referenced, curriculum-based assessment models. Although these approaches represent a major step forward in determining appro-priate instructional needs, they may not take into consideration the future goals and objectives of individual students. Therefore, the curriculum implemented for individual students may not be relevant to their future needs. The proposed future based assessment/intervention model takes into consideration students’ abilities as well as their individual long range goals and objectives. Armed with this information, professionals can develop intervention plans that realistically prepare students for their futures.
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