Professional Competence and the Assessment of Exceptional Children

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Abstract
The author presents the argument that serious problems exist with regard to the competence of professionals involved in the assessment of exceptional children. The argument is presented through citation of opinions and perceptions related to problems in professional performance, review of research on professionals' test-scoring skill, and discussion of research and documentation related to the placement of children in special education. Recommendations for improving the competence and performance of professionals are also given. These include suggestions for research aimed at identifying specific areas of training need for particular groups of professionals, in-service efforts to address areas of documented training need, and consideration of a performance-based certification system to assure adequate levels of professional competence. Only through such comprehensive evaluation, training, and certification efforts can quality assessment services be provided and maintained.

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