In order to provide appropriate curriculum it is required that individuals working with young children learn about the individual child's needs, as well as the needs of the group (Peck, Odom, & Bricker, 1993). Assessment should be an ongoing process, be made both formally and informally, and incorporate a variety of methods. Assessment should include the use of periodic observations, use of a variety of tools and processes, and actively include parental input (Peck et al., 1993). Bricker and Cripe (1992) maintain that monitoring the effects of intervention practices is an essential feature of quality programs.

Those of us who work with young children acknowledge the importance of consistently updating assessment information and using that information in planning and developing programs and intervention strategies. Young children are constantly growing, developing new skills, and sometimes developing new concerns or difficulties. The issue seems not to be the importance of collecting data on individual child progress, but rather in determining how to address the need for collecting that information. Although standardized tests certainly have their function in regard to identification of area of need and qualification for special services, our focus will not be on the use of standardized pre- and post-tests, but rather on specific strategies one might use in monitoring the effects of early intervention within the inclusive setting.

Related Links:

• Monitoring Children's Progress (Circle of Inclusion Guidelines)
• Form 8: Forms for Evaluation, Data Collection, & Progress Monitoring