000			02786nam a2200289 i 4500
003			CSPC
005			20260112155458.0
008			250312s2023 nyua b 001 0 eng d
020			_a9781984679222
040			_cCSPC _aCSPC _beng _erda
050	0	0	_aLC4031 _b.A874 2023
082	0	4	_a371.9 _bAs743 _223
245	0	0	_aAssessment of children with special needs.
264		1	_aNew York : _b3G E-Learning, _c2023.
300			_axii, 311 pages : _bcolor illustrations ; _c26 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction to assessment -- Observation methods, tools and techniques to gather evidence -- Curriculum based assessment -- Primary areas of assessment -- Assessing culturally and linguistically diverse students -- Norm-referenced assessment -- Assessment in early childhood.
520			_a"In the everyday life of the school, the assessment of children with special needs is already a dilemma, both from the point of view of teachers to the point of view of pupils and their parents. Over the past decade, inclusive education has become a widely accepted and promoted model of organized teaching and learning that implies establishing an inclusive culture, creating an inclusive policy, and establishing inclusive practices. It is often challenging for teachers to assess the educational development of children with special needs, and they often express the need for precise and accurate guidance when it comes to applying assessment practices in inclusive classrooms. Each student's personalized educational plan must be implemented, including any necessary modifications related to knowledge assessment as well as the specific goals that each student should be able to achieve. A fair and acceptable system of knowledge assessment will make the assessment of student progress less stressful for everyone involved. Over the course of the school year, teachers assess pupils' knowledge on a regular basis and provide them with feedback (orally) regarding their achievement of curricular objectives on a regular basis. The primary objective of teacher assessment is not to evaluate pupils' knowledge, but to promote their learning and interpersonal skills, as well as improve the overall management of the education process. The book is divided into seven chapters." -- Back cover
650		0	_aChildren with disabilities _xEducation.
650		0	_aEducational tests and measurement.
710	1		_a3G E-Learning.
942			_2ddc _n0 _cBK _h371.9 _iAs743 _kCIR _m2023 _e23
999			_c29151 _d29151