Abstract
Chapter 4 presents a research that gathered the voices of mainstream classroom teachers in Negros Oriental, Philippines regarding the strategies they use for the assessment of pupils with disabilities. There is limited systematic research on assessment strategies used for pupils with disabilities in the Philippines. A constructivist methodology was adopted, including semi-structured interviews with 3 teachers and classroom observations. Findings revealed that teachers used a variety of strategies, such as tests, observations, portfolios, and groupings. Furthermore, in delivering these strategies, teachers made further adaptations based on individual children’s needs. The authors stress that when differentiating assessment, teachers need to consider numerous complex factors, and they highlight some characteristics of the Philippines context that hinder the adoption of inclusive approaches to assessment of pupils with disabilities.
‘Because of the limitations that a child with a disability may have either intellectually or physically, there is a big need to modify the whole assessment process for him. This is the only way of ensuring that everything I do for him is responsive and relevant to his needs as a child with a disability’.
(Teacher participant)
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Villamero, R.J.C., Kamenopoulou, L. (2018). Teachers’ Assessment Strategies for Children with Disabilities: A Constructivist Study in Mainstream Primary Schools in Negros Oriental, Philippines. In: Kamenopoulou, L. (eds) Inclusive Education and Disability in the Global South. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-72829-2_4
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