Which of the following best explains the process of assessment in special education?

The process of assessment in special education is best described as an ongoing process to evaluate student needs and progress. This approach acknowledges that assessment is not just a single event but a continuous effort to gather information about a student's abilities, learning preferences, and areas where support may be needed. This formative aspect of assessment allows educators to make informed decisions about instructional strategies and interventions tailored to each student's unique requirements.

Throughout the academic year, assessments can include formal and informal evaluations, progress monitoring, and feedback from multiple sources, such as teachers, parents, and the students themselves. This comprehensive understanding is critical to developing individualized education programs (IEPs) that help students with disabilities achieve their educational goals. Continuous assessment also facilitates adjustments in teaching methods based on the student's evolving needs, promoting a more effective learning environment.

In contrast, other options suggest limitations that do not capture the holistic nature of assessment in special education. The notion of a one-time testing event fails to recognize that students may develop and change over time, making ongoing assessment essential. Focusing solely on academic achievement overlooks the broader spectrum of skills and challenges that students with disabilities may face, including social, emotional, and behavioral aspects. Grading students on their behavior does not reflect the comprehensive approach necessary in special education, as