Assessment in Inclusive Settings. Key Issues for Policy and Practice - German Education Server

Assessment in Inclusive Settings. Key Issues for Policy and Practice

h t t p s : / / w w w . e u r o p e a n - a g e n c y . o r g / s i t e s / d e f a u l t / f i l e s / a s s e s s m e n t - i n - i n c l u s i v e - s e t t i n g s - k e y - i s s u e s - f o r - p o l i c y - a n d - p r a c t i c e _ a s s e s s m e n t f l y e r _ e n t e x t . p d f

[ Assessment in Inclusive Settings. Key Issues for Policy and PracticeReport a broken link ]

The Representative Board members of the European Agency for Development in Special Needs Education highlighted the topic of assessment in inclusive settings as a major area of concern in 2004. It was felt that there was a need to examine the use of assessment processes within inclusive settings and highlight examples of good practice. A main question to be addressed was how to move from a deficit (mainly medically based) assessment approach to an educational or interactive approach. The initial concerns of the Agency Representative Board members developed into a major project involving 23 countries – Austria, Flemish and French speaking communities of Belgium, Cyprus, Czech Republic, Denmark, Estonia, France, the German Bundesländer, Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England only). This summary report presents the main findings from the first phase of the Assessment project. It is based on information from reports describing assessment policy and practice submitted by all participating countries.