Academic assessment by general educators in inclusive schools on special needs

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.