So, that is where ecological assessment comes into the picture, in specific the "development of daily inclusion patterns of the preschool setting" based on the careful assessment of activity demands, "routines, and interactional patterns (both peer and adult)." The article goes on to point out that "there must be a strong, direct link between assessment, child goals, and intervention content and activities" to make absolutely certain that the child is deriving "maximum benefits from an intervention program" that is to be delivered in inclusive preschool environments.

In the article, Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003), the author points out that a way to go about "optimizing learning opportunities" for those with special educational needs is through the use of "best evidence synthesis" - a strategy that can contribute to breaking patterns of "system under-performance." And furthermore, there are "a range of ways in which quality teaching is accomplished," including, Alton-Lee continues, "culturally inclusive and pedagogically effective task design," and through carefully managing "resource access for diverse learners" - and that certain well describes the basic fundamentals for approaching an ecological assessment practice for disabled learners.

The journal Professional School Counseling (Akos, 2005), alludes to the use of ecological assessment in a middle school counseling environment. In terms of addressing the developmental needs of all students - including those with learning disabilities - it is stated that counselors of course are aware of "individual human development," but, the article goes on, "ecological development (Bronffenbrenner, 1979) or the interaction and interdependence of self and various...

[and indeed a case can be made for] ecological assessment and multisystemic intervention plans..."
There are a "wide range of...complex factors within the instructional environment" that need to be taken into consideration" when approaching teaching diverse students" (Welch, 1994); and since "learning a behavior do not occur in a vacuum" it is "important to utilize an ecological perspective..." Also, ecological assessment is "collaborative in nature because it requires ongoing communication between professionals," the article in Intervention in School and Clinic explains.

Works Cited

Akos, Patrick. (2005). The Unique Nature of Middle School Counseling. Professional School

Counseling, 9(2), 95-104.

Alton-Lee, Adrienne. (2003). Quality Teaching for Diverse Students in Schooling: Best

Evidence Synthesis. Wellington: Ministry of Education. ISBN: 0-478-18742-4

Haney, Michele, & Cavallaro, Claire C. Using Ecological Assessment in Daily Program

Planning for Children with Disabilities in Typical... Topics in Early Childhood Special

Education, 16(1), 66-82.

Noonan, Mary Jo, & McCormick, Linda. (2006). Young Children with Disabilities in Natural

Environments: Methods & Procedures. (21-22; 104-110). Baltimore: Paul H. Brookes

Publishing Co.

Odom, Samuel L., & Karnes, Merle B. (1988). Early Intervention for Infants & Children with Handicaps (p. 224). Baltimore: Paul H. Brookes Publishing Co.

Welch, Marshall. (1994). Ecological Assessment: A Collaborative Approach to Planning

Instructional Interventions. Intervention in School & Clinic, 29(3),…