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Implications of P.L 99-457 for Assessment

Cleveland State University,

Jane Sites

Frank Porter Graham Child Development Center

With the passage of Public Law 99-457 come a number of challenges to early childhood educators throughout the country. One area of challenge, and the topic of this article, is assessment. Passage of this new federal law is having both quantitative and qualitative effects on assessment efforts. Quantitatively, far more educators are expected to be involved in early intervention and early assessment than have been in the past. This means that educators working with preschool and infant handicapped populations must become much more familiar with developmental assessment strategies. Educators (particularly those working with infants) must also become familiar with the limitations of those assessment strategies. Qualitatively, Public Law 99-457 will challenge educators to become involved in assessing complex and controversial family variables, including health and environmental risk factors and family strengths and needs. Such assessments must be truly useful, free of cultural stereotype, and psychometrically sound enough to be defended in litigation efforts that are likely to occur during the next several years.

Topics in Early Childhood Special Education, Vol. 8, No. 4, 103-115 (1989)
DOI: 10.1177/027112148900800408


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