Documentation of positive outcomes for severely handicapped learners as a function of their educational programs is receiving increased attention as the major focus of program development, monitoring, and evaluation efforts. At the same time, those strategies that have been used predominantly to determine program effectiveness—particularly single-subject experimental designs and developmentally-based assessments—are being challenged as inadequate methods for accomplishing this task. This paper outlines existing concerns and argues for the general evaluative concept of educational validity. Suggestions are provided for measuring the three criteria that are essential components of educational validity. Also emphasized is the professional's obligation to advocate on behalf of program needs based upon knowledge and professional judgment.
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