ABSTRACT
This chapter begins with the teachers' approach to the assessment of linguistic abilities among the mentally handicapped pupils in their classes. It deals with a consideration of the purpose of linguistic assessments from the teachers' point of view and describes the frequency and methods for assessment use in the classrooms. The teachers were asked a number of questions concerned with their classroom practices for language assessment. The majority of teachers made written assessments of the children very infrequently. The most frequently used assessment instruments were general scales or developmental charts which included specific language items. These instruments generally rely upon the teacher's evaluation of whether or not a child employs a specific linguistic structure or function in specified settings. The low ranking of assessment for communication with other teachers, professionals and parents is consistent with special school teachers having relatively little contact with other professionals and parents.
