Assessment: From Traditional to Functional

Abstract

In addition to ensuring that all students with disabilities areprovided a free and appropriate education in the least restrictive environment, it is also important to use an appro- priate assessment process (Overton, 2006). Specifically,in the United States, it is by law that schools ensure thatproper assessment procedures are used including variousassessment techniques when determining eligibility andplanning instruction (Individuals with Disabilities EducationAct, 2004). The purpose of this article is to go beyond themore traditional tests and discuss other assessment in- struments that might assist adapted physical educators inselecting the appropriate assessment instruments. Theremay be tests not widely used that maybe more appropri- ate for assessing a specific student referred for evaluation.Adapted physical educators must be able to determine theappropriate assessment for each student, instead of trying to fit all students into a standard battery of tests todecrease inappropriate labeling and to ensure appropriateperformance data were used to plan effective instructionalprograms for students with disabilities.