To determine their eligibility for special education services.

To develop an individualized education program (IEP).

To monitor their progress and make adjustments to their IEP.

All of the above.

Intelligence tests

Achievement tests

Adaptive behavior scales

Functional behavior assessments

The student's age and developmental level

The student's cultural and linguistic background

The student's specific disability

All of the above

Norm-referenced tests compare a student's performance to the performance of other students, while criterion-referenced tests compare a student's performance to a specific set of criteria.

Norm-referenced tests are used for diagnostic purposes, while criterion-referenced tests are used for instructional purposes.

Norm-referenced tests are more reliable than criterion-referenced tests.

None of the above.

Students with intellectual disabilities may have difficulty understanding the instructions for an assessment.

Students with intellectual disabilities may have difficulty expressing their thoughts and ideas in a way that is understood by others.

Students with intellectual disabilities may have difficulty generalizing their skills from one setting to another.

All of the above.

Use a variety of assessment methods.

Adapt the assessment to the student's individual needs.

Provide the student with clear and concise instructions.

Allow the student to take the assessment in a quiet and distraction-free environment.

All of the above.

To determine the student's eligibility for special education services.

To develop the student's IEP.

To monitor the student's progress and make adjustments to the IEP.

All of the above.

Students with intellectual disabilities should be treated with dignity and respect.

Students with intellectual disabilities should have the opportunity to participate in the assessment process to the greatest extent possible.

The results of assessments should be used to benefit the student, not to harm them.

All of the above.

There is a growing emphasis on using authentic assessments.

There is a growing emphasis on using technology in assessment.

There is a growing emphasis on using collaborative assessment.

All of the above.

The lack of qualified assessors.

The lack of appropriate assessment tools.

The lack of research on assessment practices.

All of the above.

Increase the number of qualified assessors.

Develop more appropriate assessment tools.

Conduct more research on assessment practices.

All of the above.

Assessment will become more authentic.

Assessment will become more technology-based.

Assessment will become more collaborative.

All of the above.

The Council for Exceptional Children (CEC)

The National Center for Learning Disabilities (NCLD)

The National Association of School Psychologists (NASP)

All of the above.

Attend conferences and workshops.

Read professional journals and books.

Join professional organizations.

All of the above.

Students with intellectual disabilities are individuals with unique strengths and needs.

Assessment should be used to benefit the student, not to harm them.

Assessment should be conducted in a fair and unbiased manner.

All of the above.