Assessment of Adults with Severe Learning Disabilities
Abstract
Increased diversity among people requiring learning disabilities services has challenged programs to develop varied assessment strategies. Assessment models in· use for school-age samples require modification in order to serve the needs of adults with severe learning disabilities. Such special considerations include provision for the long-term emotional and cognitive effects of school failure, provision for vocational planning, and increased emphasis on the processes as well as the products of school learning. These principles are illustrated in a description ofFordham University's Comprehensive Learning Program.
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