"Who is Brad?" Preservice teacher's perceptions of summarizing assessment information about a student with moderate disabilities

The increase in inclusion of students with moderate retardation and severe disabilities within general education classrooms has broadened the educatio nal team to include educators who may lack specialized training in implemen ting best practices for these students. Participation in collaborative asse ssment focused on students with more intense needs may require modification s in assessment procedures and formats. This study examined perceptions of future general and special education teachers of assessment summaries prese nted in a traditional and a profile format. Results of paired t-tests compa red participants' perceptions of the formats on each item of the Assessment Summary Questionnaire yielded five significant differences. Results are di scussed in terms of recommendations for strengths-based assessment summarie s. Implications for undergraduate preservice education are discussed also.