Main menu

Assessment in inclusive classrooms - Luxembourg

The most important difference between pupils with SEN and non SEN pupils is that for the first group specialists organise an educational plan (IEP) at the beginning of the school year. Aims to reach during a year are defined with the goals to reach. No rules exist on how and when these children at the end of the year have to be tested. Normally at the beginning of each school year the teacher, the SREA assistant and the parents decide, by working together, how to assess the child at school.
During the whole school year and especially at its end, teachers, parents and the SREA assistant discuss the child’s situation. They find out whether or not the individual educational plan was reached. If not, to find the reason for this. The discussion turns also towards the next school year, should the child repeat the same year or not. It is decided if the same way should be continued or not. If there are problems during the year or different opinions between the people involved, they may ask help from the school inspector and a responsible person from SREA. Together they try to find solutions to these problems. 
Pressure from parents concerning assessment is not increasing because the official assessment of the pupil’s performances is rather comparative for children without SEN. For children with SEN, professionals (of SREA) use a descriptive form of assessment. This description is added as an integrative part to the assessment booklet of the child.
Assessment of pupils with SEN is used for all the skills that can be trained with a particular pupil. No comparison is made between the different pupils with SEN.

  • LinkedIn
  • Google +