After reading this chapter, you will be able to

• Explain the primary objectives of assessment in early childhood special education for children from birth through age eight
• Describe the types of assessment procedures used in early childhood special education
• List recommended practices for conducting appropriate assessments of young children including those with known or suspected delays or disabilities
• Differentiate between assessment for determining eligibility and assessment for individual program planning and implementation in early childhood special education
• Explain the importance of opportunities for family involvement and the emphasis placed on family preferences and priorities in the program planning and implementation process
• Describe four methods that can be used to collect assessment information for young children with delays or disabilities
• Identify the steps in a naturalistic assessment process
• Explain the importance of progress monitoring and evaluation in programs serving young children with delays or disabilities and their families