Inclusive assessment for students with Special Educational Needs: critical issues and strengths


The theme of assessment refers to a complex and multidimensional construct, in which epistemological assumptions, methodologies, tools and relational contexts converge. The present contribution intends to decline this reflection within the horizon of inclusive processes aimed at students with Special Educational Needs, with the aim not of circumscribing a chosen field, but rather of offering a transversal reading perspective in this area. The first part of the paper presents an analysis of those dimensions along which an assessment process could take place in the presence of special educational needs, such as in the case of pupils with ADHD, DSA or other cognitive disability conditions. The second part of the contribution, based on an empirical investigation into the presence of barriers and facilitators in a sample of schools in the first cycle of education, illustrates and argues the critical issues and strengths at class and institute level.