Please use this identifier to cite or link to this item:
Title: Assessing children with special needs in the inclusive classrooms
Authors: Angeloska Galevska, Natasha 
Ilić Pešić, Milena
Keywords: assessment, inclusion, students, special needs, IEP
Issue Date: 2018
Publisher: Antioch University in Los Angeles
Source: Angeloska Galevska, N., Ilić Pešić, M. (2018), “Assessing Children with Special Educational Needs in the Inclusive Classrooms”, Lodging the Theory in Social Practice (eds. McDermott, J. C., Cotič, M. & Kožuh, A.). Los Angeles: Education Department, Antioch University. pp. 89-100.
Abstract: In the last decade, the concept of inclusive education has been promoted and accepted as a new model of organized teaching and learning that implies creating an inclusive culture, building up an inclusive policy and developing inclusive practices in schools. Assessing the educational development of children with special needs is very challenging for the teachers and they often express the need for accurate and precise guidance in applying the assessment practices in the inclusive classrooms. The Individualized educational plan for each student should be put in practice and include the necessary modification in relation to the assessment of knowledge as well as the specific goals that should be attained for each student individually. Assessment of student progress will be less tense and stressful process for everyone involved if a fair and acceptable system of knowledge assessment is agreed before the same happens.
ISBN: 978-1-64467-904-3
Appears in Collections:Faculty of Philosophy 03: Book chapters / Делови и поглавја од книги

Files in This Item:
File Description SizeFormat 
GALEVSKA, PESIC, LA-2018.pdf228.22 kBAdobe PDFThumbnail
Show full item record

Page view(s)

checked on Jun 20, 2022


checked on Jun 20, 2022

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.