On the issue of rating assessment of primary schoolchildren in the context of inclusive education
Abstract
Federal standards, developed for students with special educational needs, have secured a differentiated approach as one of the most important postulates. In practice, when assessing the educational results of students with disabilities, teachers are faced with many problematic situations. Adaptation of such programs involves certain alignment, and a special evaluation system, which considers the specifics of the mental operations, perception, memory, development of speech functions, the pace of educational activity, as well as the specific educational capacities of each specific child. The article focuses on the potential use of rating in lessons and in extracurricular activities in primary-school classes, where students with severe visual impairments are taught in adapted programs. The study concludes it is necessary to develop a system of conditions as part of a rating model for the development of adapted programs for students with visual impairments starting from the first year of study.