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Assessment in inclusive classrooms - Portugal

We would like to highlight an example of a school in the North of Portugal (in Frei Bartolomeu dos Mártires – Viana do Castelo – School Grouping) where there are seven pupils with SEN in the 5th and 6th forms integrated in mainstream classes with differentiated curricula. 

The curricula are defined by all the educational partners, including the pupil and they are based upon a pupil’s profile designed by the class teachers, the specialist teacher, the family and the pupil him/herself. These dynamics facilitate a co-responsibility and concertation in the teaching and learning process in which the formative assessment has a crucial role increasing autonomy, socialising, promoting knowledge acquisition and, in some cases, developing pre-vocational competences. 

The specialist teacher is the link in this process previously planning the curricular adjustments, specific materials and technological provisions. 

This task is developed in co-operation with the class teachers so as to ease the placement of pupils with SEN in the classroom and in other school places, for example, workshops.

This joint strategy develops the best conditions for the pupils to build their autonomy and responsibility. The acquisition of competences in each item of the programme. 

The specialist teacher devises activities for the pupils to learn how to obey the rules, how to have a time control, in the organisation and presentation of materials, self-assessment.

In this way pupils participate more and more in the educational process and become more and more independent. 

In a situation where the pupil’s curriculum allows the development of pre-vocational and functional learning, the assessment in these items has the same weight as in any other item of the common curriculum.

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