Assessment of Learners' with Special Educational Needs Basis for Adaptation in Inclusive Education

Abstract

INTRODUCTION

Assessing learners' ability, as a basis for adaptation in Inclusive Education, is the primary objective of Special Education Teachers. Inclusive education states that all students are welcome to attend regular classes and are supported to learn, contribute and participate in all aspects of the life of the school, for humans are made and born equally and have the rights to live equally. This was the reason for this study as the researcher seeks information to better understand the basis for assessing the learners with special educational needs and have them included in a regular classroom set-up.

METHODS

The researcher aims to know the basis on the level of readiness pf learners with special education needs as a foundation for adaptation in a regular class. Assessment tools testing the readiness of the learners with special educational needs were presented. Different strategies utilized by SpEd Teachers in assessing the learners' with special educational needs to be included in the Inclusive Education programs. The teachers continuously conducted the most appropriate assessment tool suited to the ability and capability of the learners.

RESULTS

The assessment tools and the strategies utilized by the SpEd Teachers will serve as the basis in assessing the Learners with Special Educational Need and the results will be used for adaptation in Inclusive Education. This readiness data will fully develop the capability and ability of the learners' in letting them enhance themselves through inclusive education in a regular classroom set-up. Collectively, these results imply the need for additional capacity assessments as well as the need to reassess the assistance provided to developing school systems trying to meet goals set forth by the community.

DISCUSSIONS

Proposed programs that maybe will test or enhance the readiness of learners with special educational needs have to be included in a regular classroom following the curriculum provided to regular learners. And while they are not integrated into inclusion, teachers must make sure that they will continue to aim and persevere in guiding them until they meet the expectations on being in inclusive education. They must understand that each child has individual differences and should not be ignored. The goal is not to make any child "normal", but rather to help them grow and learn together.