The development of assessment procedures has been influenced by P.L. 94-142 (The Education for All Handicapped Children Act), current trends in services and teaching methods, efforts to mainstream special education students, the back-to-basics movement, and trends in accountability. In order to identify specific assessment training needs for special education teachers, 60 special education and support personnel from West Virginia responded to a needs assessment survey. The survey instrument addressed the areas of screening, assessment, placement, and individualized education program formulation and implementation. Among the instruments or assessment options most often cited by respondents as those which could be utilized in the assessment-IEP formulation and implementation cycle were the Woodcock-Johnson Psychoeducational Battery, the Wechsler Intelligence Scale For Children-Revised, and behavioral assessments. Training areas for inservice and preservice programs suggested by the survey are considered and the development of assessment competency statements is recommended. (SW)