Teachers' Assessment Strategies for Students with Disabilities

Abstract

INTRODUCTION

Both in theory and in practice, assessment is recognized as an important aspect of the teaching-learning process. This is manifested with the fact that in most education policies, there is always a section that emphasizes the assessment process and how it should be implemented in the classroom setting to achieve quality learning on both normal and challenged students. Consequently, teachers are guided and are compelled to practice the whole idea of assessment in their respective classes. However, assessment is a complex concept within the teaching-learning process especially if it is contextualized in terms of student's disability and the community's perception about its purpose. It is noted that teachers should look for possible ways and means in order to make the students be equally competitive with one another. As Howell and Nolet (2000) assert, the information obtained from appropriate assessment procedures can be used to enhance the teaching-learning process.

METHODS

This study made use of the descriptive-qualitative method to describe the strategies being used by the teaching in dealing with the students with disabilities. It utilized researcher-made interview guide validated by experts in the field. The interview was conducted to the select teachers of Calamba Integrated School who are handling students with disabilities and considered as challenged ones. The answers given by the respondents were recorded verbatimly to identify the similarities and commonalities to identify the themes that emerged from the study.

RESULTS

The findings of this study indicate that teachers utilize a variety of assessment strategies for children with disabilities in the classrooms in order for them to perform based on the standards and expectations by the curriculum. Among these are diagnostic, formative, and summative. Themes emerged from the study are the assessment content (e.g. use of students' native language, level of difficulty and length of assessment) and assessment delivery (proximity, peer support, use of technology and time element).

DISCUSSIONS

The purpose of conducting this qualitative study was to explore how teachers assess children with disabilities in regular classrooms using constructivist methodology. It was aimed that whatever findings this study has in relation to assessment strategies would significantly contribute in bringing the advocacy of inclusive education forward in Calamba City, Philippines.