GRADING IN INCLUSIVE CLASSROOM

Abstract

Grading represents a series of procedures used to obtain information about student learning and education (observations, ratings of project realization, tests on paper and forming valuable judgements about the progress of learning).
There are many different approaches and ways to grade students with disabilities in inclusive settings. These different philosophies often come into conflict with one another and the assessment of a student’s progress becomes a tense and stressful process for everyone that are involved. For students with disability educators, a fair and acceptable system of grading must be established before the grading happens. Above all, the grading system must be in accordance with the best practices, legal guidelines and the individual needs of the students who participate in the inclusive setting.
Through joint efforts from the members of the IEP team, they should advance to identify important issues and strategies for evaluation and grading.
The ratio of teachers towards the education of students with special needs is a deciding factor in increasing the inclusiveness of the school. Successful inclusion of the students with special educational needs in regular education depends largely on the availability of resources in the classroom and the way they are distributed by the teachers, also taking into account students without disabilities. The available time for teaching, knowledge, skills and working methods of the teacher also represents an important prerequisite for a successful inclusive process.