Social Skills Assessment as a Component of Mainstreaming Placement Decisions

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Abstract
The use of social skills measures as a component of multifactored assessment in making mainstreamed placement decisions is recommended. Conventional assessment information such as IQ and academic achievement functioning levels are typically weighted most heavily in making placement decisions. It is suggested that social skills information may be more important in making a decision to mainstream than IQ or achievement. Increased involvement of both regular and special education teachers as well as parents in the assessment process is emphasized.

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