Meeting the needs of students with intellectual disabilities requires the use of evidence-based instructional practices, but also high-level evaluative skills. Assessment can be viewed as a powerful tool for improving classroom instruction and the achievement of students with special needs. However, its effectiveness depends on the beliefs and skills of those who apply it daily in classrooms. This research aimed to investigate whether there was a significant relationship between the sentiments, attitudes and concerns of teachers training on support for inclusive education and self-perceived assessment skills and whether there were differences between those who feel more competent and those who feel less competent in terms of evaluation and evaluation. Research shows how such a relationship is present and how supportive information teachers who feel most competent in assessment and assessment are also those who feel most concerned about how to meet the needs of students with special needs.
|Titolo:||Quality of educational interventions with pupils with special needs, perception of disability and self-perceived assessment skills|
NUZZACI, Antonella (Corresponding)
|Data di pubblicazione:||2022|
|Appare nelle tipologie:||1.1 Articolo in rivista|