This paper reviews early childhood special education assessment literature, particularly as it relates to parental involvement. First, the significance of the topic is addressed by examining the importance of parental participation in the assessment and intervention process, and the influence of parental participation on various relationships. Second, the paper identifies the salient factors that appear to influence parents' observations, including: (1) adjustment to disability; (2) experience with the child; (3) age of child; (4) gender; (5) socioeconomic status; (6) severity of the disabling condition/s; and (7) the assessment instrument. Third, the critical factors that influence observations by the professional are presented. These include attitudes, professional knowledge, experience, and the assessment instrument. Fourth, the paper discusses implications for "best practice" regarding professional and parental roles, as well as considerations relating to the type of response requested from the parent and the assessment. Finally, an analysis of the studies and summary of the literature on assessment as it pertains to parental and professional congruency are presented. A table listing characteristics of the studies reviewed is appended. (Contains 115 references.) (DB)