| Abstract [eng] |
Assessment of progress and academic achievements is an integral part of the educational process. Moving to the form of inclusive education, being able to accurately assess the achievements of students with special educational needs is a very important task for every teacher. The evaluation indicators of such students are poor, which suppresses their motivation to learn and involvement in the educational process. To improve the evaluation system, the following questions need to be answered: what assessment system for children with special educational needs is currently applied in general education institutions implementing inclusive education? What are the current options for assessing the achievement of these students? What tools could improve teachers' experience in assessing students with special educational needs in the context of inclusive education? The object of the research was the assessment of the achievements of students with special educational needs in grades 5-8 in the context of inclusive education. The goal was to reveal the process of assessing the achievements of students with special educational needs in general education schools, implementing inclusive education. The research was conducted using mixed research methodology where the analysis of scientific sources, qualitative and quantitative research methods were applied during the empirical research. Analysis of the documents regulating the assessment of achievements in schools was performed. Quantitative research was a structured written survey, qualitative - a structured interview. Teachers and special pedagogues, who educate students with special educational needs in grades 5-8, participated in the research. The research group for the quantitative study was 50 teachers, for the qualitative study – 5 special pedagogues who can provide recommendations for the assessment of the achievements of students with special educational needs in grades 5 to 8. It was found that formative assessment could be the most favorable method for assessing students with special needs, as it gives educators the opportunity to adapt the educational program to the diversity of students' disorders and the specifics of the taught subject, to include achievements and general competencies and create feedback. However, the documents governing the process of assessing student achievement lack detail and practical examples of assessment methods for students with specific disabilities. It was found out that special pedagogues face difficulties in preparing the recommendations of the assessment system for the achievements of students with special educational needs, and the preparation of the assessment system that meets the individual needs of students requires a lot of resources. The results of the questionnaire survey showed that pedagogues of different education and age face a lack of assessment instructions, they expect help from teaching assistants and practical examples of assessment. |
