The assessment of severely handicapped children is complicated by definitional issues and by limitations associated with assessment instruments, examiners, and the characteristics of the children themselves. In order to improve the assessment process, it may be useful to give systematic attention to theoretical, empirical, and practical criteria. In addition, there is also a need to delineate the strategies of multivariate documentation, process emphasis, and clinical judgment to more sensitively reflect the uniqueness of severely handicapped children.
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