Pedagogical conditions for assessing academic achievements of primary school students in inclusive education

Abstract

Inclusive education is one of the pressing issues in contemporary pedagogy, which necessitates the development of pedagogical conditions for assessing the academic achievements of students with special educational needs. The study purpose is to establish the level of awareness among teachers about the features of assessing primary school students in the context of inclusive education. To achieve this purpose, a survey method was used, involving 120 teachers from general education schools with inclusive classes in the city of Almaty. Also, methods of analysis, observation, interviews, and others were used. The study establishes primary school teachers in general education schools where the study took place exhibit insufficient readiness, both professionally and personally, to meet the demands of today’s teaching of children with special needs. It is noted that teachers have a serious need for methodological and informational support in teaching and assessing the achievements of students with special educational needs.