ISSN Approved Journal || eISSN: 2582-8185 || CODEN: IJSRO2 || Impact Factor 8.2 || Google Scholar and CrossRef Indexed
Fast Publication within 48 hours || Low Article Processing Charges || Peer Reviewed and Referred Journal || Free Certificate
Academic assessment by general educators in inclusive schools on special needs
1 Department of Special Education, Society for Advance Study in Rehabilitation (SASR India) Faridabad, Haryana, India.
2 Department of Special Education, Jyothirgamaya Foundation, Trivandrum, Kerala, India. Ph-99526-54347
Research Article
International Journal of Science and Research Archive, 2023, 08(01), 459-464.
Article DOI: 10.30574/ijsra.2023.8.1.0090
Publication history:
Received on 12 December 2022; revised on 22 January 2023; accepted on 25 January 2023
Abstract:
Academic assessment of students with diversified needs the model of Inclusive setup has gained more appreciation from the policy makers, teachers and parents in the past years. It is also established as an innovative approach and structured way of teaching and learning which helps in academic progress of children with disability and mainstreaming children with special needs in general schools. Role of regular teachers in assessing children with special needs is highly challenging in inclusive setup along with non-disabled children in the class room. Formative and summative approaches are applied in schools for assessment of students with special needs and general students in the same classroom setup. Teachers in general education face many difficulties in assessing written tests and oral examination for children with disabilities who are enrolled in inclusive setup. This research aims to discover the effect of assessment methods used by the primary teacher educators in evaluating disabled children. The result exhibited that activity-based methods paved way for quality assessment of children with various disabilities enrolled in inclusive education.
Keywords:
Inclusive education; Formative assessment; Summative assessment; Simplified learning; CCE
Full text article in PDF:
Copyright information:
Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
