Traditionally, the assessment of learning disabled children and youth focused on isolated factors such as deficits or strengths within the student, student learning style and interests, teacher variables, and the classroom setting. According to the “ecological” or “total” model described in this article, the assessment process must consider the interaction between all relevant factors in isolation. Such an inclusive approach to assessment has direct influence on the intervention strategies applied with the LD student. Specifically, components of the intervention will be designed to impact the setting as well as the student. Hardin presents a clear explanation of the basic principles of ecological assessment and its relevance for the assessment of the learning disabled.

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