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People involved in assessment - Belgium (Flemish speaking community)

It is in a condition of inclusive education that the parents are involved. Parents have to organise the initial part of inclusion: contacting the school, explaining their motives, motivating the school team and teachers, organising extra support for the school and so on. The extra support in the next phase will be to contact all involved partners to collect all the information needed for an individual education plan. Parents, teachers, physiotherapists, logopedists etc. share all their information and turn this into goals. The goals are individualised and thus different from the attainment targets. Parents are the co authors in the program for their child. The assessment is based upon the goals from the goal plan, although it is possible to use a flexible time schedule.

The work with the IEP implies that teachers have to adapt their mainstream curriculum and assessment; this will be realised with help from the extra support. This help is current on different levels: the level of curriculum adaptation, supporting the classroom teacher, over viewing the development and progress in the IEP, communicating on a mainstream basis with the parents and co-teaching. The extra support in the context of the classroom will thus provide a curriculum and an assessment method that is fitted into the existing curriculum and assessment for the class group. It also provides information for the classroom teacher about the educational needs of the pupil and how to handle them. The classroom teacher and the extra supporter try to find ways to create a class situation in which the pupil with special educational needs feels comfortable: feels connected and that they belong to the group. This background is also used to set up assessment for the pupil. Usually teachers and support persons try to offer tests, assessment and reports as much as possible in the same way as what is offered to pupils within the mainstream program. This means that the tests look the same but have different questions, standards (embedded in the IEP) and goals. The pupils are assessed using the same method as with other pupils (scores, colours, etc.) but taken from his/her own goals.

In some contexts we have seen that pupils don’t get tests at all. All the work sheets they get during exercising in the classroom are used to follow every child’s progress. For all children there is thus an individualised program, based upon the scores of the former work sheets. For children with special educational needs the goals from the IEP determine the level of the work sheets, for other children the work sheets are based upon the attainment targets.

The degree of pupil participation in assessment depends upon the assessment methods of the school. In some schools the social skills of all children are assessed by self or peer assessment.

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