Current critical issues in assessment of learning disabled students are described with special emphasis on logical fallacies in the assessment process. New directions in assessment are specified and discussed in the context of current contextual constraints.
Bibliographical noteFunding Information:
The preparation of this manuscript was supported by Contract #300-77-0491 between the Bureau of Education for the Handicapped and the University of Minnesota Institute for Research on Learning Disabilities. 11 1979 2 4 3 13 © 1979 Council for Learning Disabilities 1979 Council for Learning Disabilities