Abstract
This study examined the relationship between the type of assessment report and educators' expectations for students with severe disabilities. Eighty-four educators were randomly assigned to one of two groups reading differing styles of assessment reports for the same student with severe disabilities. Group 1 read a developmental assessment report with mental and developmental ages, while Group 2 read an ecological assessment report with documentation of the student's observed competencies in his daily environment. After reading the report, participants predicted the child's achievement on an Individualized Education Program (IEP) Questionnaire. Differences in group means for total IEP scores were analyzed using at test for independent means. Results indicated that educators reading the ecological assessment report had significantly higher expectations for student accomplishment of IEP objectives than those reading developmental reports.
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