| Abstract: | Remedial strategies for children and adolescents with disabilities should have their roots in assessment. In this article the authors discuss improvements in assessment approaches, including new standards for psychological testing, updated and renormed cognitive assessments, and vocational assessments with increased ecological validity. The combined efforts of school psychologists, rehabilitation counselors, vocational evaluators, psychologists, and school counselors have yielded progress in the technical qualities of assessment and utilization. Through comprehensive and functional assessment, students with disabilities should find the transition from school to work with greater success. |
